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BY 


(0ARL£S  DeOaRMO 

BOOK  TWO 


MEMQUIAIA 
John  3wett 


35317 


tIL\)t  OTrmer  Language  femre^. 


LANGUAGE    LESSONS 


Book  Two 


BY 


CHARLES   DE   GARMO,   Ph.D. 

PRBSroSNT  OF  8WARTHMOBK   COLLBOB 


WERNER  SCHOOL  BOOK  COMPANY 

NEW  YORK        CHICAOO  BOSTON 


Copyright,  1897,  by 
CHARLES  DE  GAKMO. 


J.ASQ.  UB88.  BOOKII. 

C5U(bAtlOH  DBPf- 


PREFACE. 


This  book  continues  the  development  of  the  two  leading 
language  ideas  embodied  in  Book  I.  of  this  series.  These 
ideas  are  (1)  the  practical  mastery  of  English  Composition  as 
an  art,  and  (2)  an  inductive  approach  to  the  laws  of  Gram- 
mar as  a  science. 

The  language  art  is  presented  specifically  in  Composition 
Exercises,  though  all  the  lessons  help  to  develop  skill  and 
facility  in  writing.  The  inductive  mastery  of  the  principles 
of  Grammar  is  accomplished  by  means  of  Sentence  Ex- 
ercises, each  of  which  embodies  in  concrete  form  an  im- 
portant grammatical  distinction. 

There  follows  at  the  close  of  each  chapter  a  summary 
of  the  Rules  and  Principles  of  Grammar  and  Composi- 
tion that  have  been  embodied  in  the  two  classes  of  exercises. 
The  summary  serves  a  double  purpose,  since,  on  the  one 
hand,  it  furnishes  the  teacher  with  a  guide  to  the  real 
significance  of  the  lessons,  and  on  the  other  formulates 
for  the  pupil  the  rules  and  definitions  of  Grammar  and 
Composition  that  have  been  concretely  developed. 

These  language  exercises  present  not  only  the  form  but 
also  the  substance  of  induction,  for  they  offer  a  thought 
material  as  rich  as  history,  literature,  and  nature  can  well 

5^1677 


4  PREFACE. 

furnish.  They  provide  this  material,  moreover,  in  such  quan- 
tities that  an  idea  can  be  not  only  apprehended  by  the  pupil, 
but  also  mastered. 

The  Composition  Exercises,  having  no  absolutely  neces- 
sary sequence,  and  being  drawn  freely  from  literature,  his- 
tory, and  natural  science,  may  be  efficiently  correlated  with 
the  other  studies,  since  in  most  cases  they  furnish  the  pre- 
cise material  that  would  naturally  be  desired.  In  any  event, 
they  suggest  types  and  methods  of  composition  growing 
out  of  historical,  literary,  and  science  studies.  The  index 
at  the  close  of  the  book  furnishes  an  easy  means  for  thus 
utilizing  the  whole  wealth  of  composition  exercises  offered. 

It  is  not  recommended,  however,  that  the  Sentence  Ex- 
ercises be  used  indiscriminately,  for  the  sequence  hej-e  given, 
if  not  an  absolutely  essential,  is  at  least  a  natural  one.  A 
science  is  a  system  of  ideas,  and  even  where  the  order  is 
not  substantially  fixed,  as  in  mathematics,  the  mastery  of  any 
subject  is  greatly  promoted  by  the  orderly  presentation  of 
its  parts.  For  this  reason,  the  Sentence  Exercises  should  be 
taken  up  in  the  order  given.  They  are  so  arranged  that  there 
is  a  steady  progress  in  the  thought,  each  onward  stfep  either 
presenting  a  new  phase  of  grammar  or  reinforcing  an  old 
one  by  concrete  practice. 

The  great  desirability  of  taking  the  Sentence  Exercises 
in  the  order  given  is  urged,  because  this  language  series 
aims  to  do  more  than  to  teach  the  pupil  how  to  write. 
To  practical  composition  it  adds  an  inductive  approach  to 
the  chief  ideas  of  grammar.  With  the  introduction  fur- 
nished by  these  inductive  lessons,  a  brief  study  of  formal 
grammar  as  presented  in  the  third  book  of  the  series  will 


PREFACE.  6 

put  the  pupil,  at  an  early  age,  into  firm  possession  of  all 
the  essentials  of  English  grammar,  so  that  he  will  possess 
their  substance  as  well  as  their  form. 

As  in  the  first  book,  so  here,  the  material  for  composition 
is  enriched  by  connected  outlines  taken  from  classic  literal 
ture,  ancient  and  modern.  The  mind  of  the  pupil  is  guided 
by  brief  outlines  in  words,  while  his  imagination  is  quick- 
ened by  pictorial  illustration  showing  likewise  the  progress 
of  the  thought.  There  is  consequently  a  double  stimulus 
to  interest;  namely,  contact  with  ideas  that  have  stood  the 
test  of  time,  and  a  system  of  pictures  revealing  to  the  fancy 
what  the  words  suggest  to  the  mind.  In  this  way,  pictures 
illuminate  the  thought  without  having  a  tendency  to  dissi- 
pate it. 

Notwithstanding  the  fact  that  the  exercises  furnish  a 
brief,  concrete,  definite,  and  interesting  nucleus  of  thought, 
the  teacher  will  quickly  observe  that  they  are  not  a  sub- 
stitute for  the  pupil's  originality,  but  a  powerful  stimulus 
to  it.  They  offer  a  perpetual  challenge  to  thought,  awak- 
ening the  mind  to  independent  activity  by  giving  it  some- 
thing to  react  upon.  The  teacher  will  soon  perceive,  more- 
over, that  though  it  is  far  from  the  purpose  of  the  lessons 
to  make  the  children  "good,"  yet  many  of  the  exercises 
liave  :i  powerful  indirect  influence  in  implanting  right  social 
ideals  of  conduct. 

It  will  be  found  that  the  exercises  are  equally  well  adapted 
to  oral  and  written  work.  This  fact  makes  it  easy  to  adapt 
them  to  the  time  at  command,  and  to  the  amount  of  writing, 
l>oth  in  and  out  of  the  class,  that  can  profitably  be  done. 
TImmi-  variety,  brevity,  and  definiteness  insure  a  large  num- 


6  PREFACE. 

ber  of  well-written  and  brief  compositions,  eliminating  at 
the  same  time  the  need  for  tedious  preparation  on  the  part 
of  the  teacher.  Their  thorough  organization,  also,  makes 
every  exercise  contribute  directly  to  definite  ends,  thus  pre- 
venting indiscriminate  language  activity  leading  to  no  valu- 
able results. 

Book  II.  is  designed  for  the  use  of  the  pupil  during  the 
fifth  and  sixth  years  of  the  graded  school;  Book  I.  for  the 
two  preceding  years.  In  ungraded  schools  they  will  be 
found  adapted  to  corresponding  ages. 

As  would  naturally  be  expected.  Book  I.  lays  the  empha- 
sis upon  facility  in  writing,  whereas  Book  II.  develops  more 
fully  the  inductive  grammar  lessons,  —  by  no  means,  however, 
neglecting  the  amount  and  quality  of  the  work  in  cobS position. 

SWARTHMORE   COLLEGE, 

Jan.  1,  1897. 


Part  I, 


CHAPTER  I. 


SUBSTITUTES  FOR    THE   NOUN  AS  SUBJECT  OF 
THE  SENTENCE.     DIRECT  QUOTATIONS. 


LESSON    I. 

THE  SUBJECT   MAY   BE   AX    ADJECTIVE    USED   AS   A   NOUN. 

SENTENCE   EXERCISES. 

WHAT  THE  BEE  TEACHES. 

The  prudent  provide  for  the  future.  The  diligent  will 
always  have  food.  The  lazy  must  suffer  want.  The 
skillful  are  everywhere  honored.  The  diligent  are  always 
happy.  Even  the  small  must  not  be  lightly  valued. 
Through  it  the  great  is  often  produced.  The  useful  and 
the  good  often  lie  deeply  concealed. 

1.  Write  the  adjectives  that  are  used  as  nouns.  —  Ex.: 
Prudent,  etc. 

2.  Use  each  of  these  words  again  as  an  adjective  in  a  com- 
plete sentence.  —  Ex. :  A  prudent  man  provides  for  the  future. 

Wicked  men  will  be  punished  for  their  sins.  Just  men 
inherit  eternal  life.     Rich  people  and  poor  people  must 

9 


,10     '   '.'    '•  '"'    "'      LANGUAGE    LESSONS. 

titb'Cide  'by' side.  As  the  old  birds  sing  the  young  birds 
twitter.  Young  people  are  taught.  Old  people  are  honored. 
The  innocent  man  must  often  suffer  for  the  guilty  one. 
Almighty  God  protects  us.  A  timid  boy  flees  before  his 
own  shadow.     A  wdse  man  often  yields. 

3.  Rewrite  these  sentences  omitting  the  nouns  that  are  their 
subjects,  and  using  instead  of  them  the  adjectives  by  which 
these  nouns  are  modified  —  Ex.:  The  wicked  will* be  punished 
for  their  sins. 


LESSON   II. 

CHANGED    ORDER    OF    WORDS. 
COMPOSITION    EXERCISES. 

To  THE  Teacher.  — The  main  idea  of  these  exercises  is  to  teach  how 
to  reconstruct  sentences,  chiefly  by  changing  the  order  of  words.  Through 
such  exercises  the  children  will  soon  secure  facility  in  varying  and  im- 
proving consti-uction.  Let  each  pupil  decide  which  form  of  the  sentence 
seems  to  him  most  pleasing  and  forcible. 

There  were,  twenty -five  years  ago,  herds  of  buffalo  still 
to  be  found  upon  the  plains  west  of  the  Mississippi  River. 

4.  Change  the  order  of  words,  and  begin  Avith :  (1)  Twenty- 
five,  (2)  Herds  of  Buffalo,  (3)  Upon,  (4)  To  he  found.  —  Ex. : 
Twenty-five  years  ago,  herds,  etc. 

During  a  thunder-storm  it  is  not  safe  to  stand  beneath 
tall  trees,  for  these  are  often  struck  by  lightning. 

5.  Change  the  order  of  the  words  and  begin  with:  (1)  It, 
(2)  To  stand,  (3)  Often,  (4)  Lightning,  (5)  Beneath.  —Ex. :  It 
is  not  safe  to  stand  beneath  tall  trees  during,  etc. 


SENTENCE    EXERCISES.  11 

LESSON   III. 

SENTENCE   EXERCISES. 
THE   EMPEROK  IN   THE   SCHOOL. 

The  Emperor,  Charles  the  Great,  or  Charlemagne,  as 
he  is  called,  founded  many  schools  in  his  kingdom.  The 
rich  and  noble  were  required  to  send  their  children.  But 
the  poor  and  humble  were  also  allowed  to  send  theirs. 
One  day  the  Emperor  himself  visited  a  school  and  tested 
the  pupils.  "The  diligent  and  studious  received  places  at 
his  right.  The  lazy  and  ignorant  were  sent  to  his  left. 
It  turned  out,  now,  that  the  children  of  the  rich  had 
learned  notliing ;  but  those  of  the  poor  had  gained  much 
useful  knowledge.  Then  the  Emperor  said  :  "  The  igno- 
rant and  lazy  must  not  pride  themselves  upon  the  rank  of 
their  parents.  Knowledge  counts  more  with  me  tlian  riches, 
and  ability  to  do  is  worth  more  than  a  noble  name.  The 
uneducated  and  stupid  need  not  count  upon  my  favor.  But 
the  intelligent  and  industrious  shall  one  day  have  places  of 
honor  in  my  empire."  The  indolent  \\qvq  now  ashamed, 
and  strove  to  learn. 

6.  (a)  Find  all  the  adjectives  that  are  here  used  as  nouns. 
(6) .  Reconstruct  the  sentences,  and  place  after  these  adjectives 
the  nouns  to  which  they  refer.  —  Ex. :  Rich  and  noble  families 
were  required  to  send  their  children. 

7.  Write  the  story  from  dictation. 

Whoever  is  haughty  has  rarely  many  friends.  He  that 
is  wise  does  not  act  hastily.  That  which  is  small  is  often 
despised.  He  that  is  unfortunate  is  not  seldom  ridiculed. 
Whoever  is  sad  should  be  consoled.     He  that  is  sick  desires 


12.   '■    '  '•'  '  '"'    ^      LANGUAGE    LESSONS. 

In  bB  wellv  '  'What  is  pleasant  is  always  welcome.  What 
is  just  and  honest  should  be  praised  and  defended.  What 
is  base  and  false  should  be  condemned  and  despised. 

8.  Express  these  thoughts  in  simple  sentences  in  which  the 
subject  is  an  adjective  used  as'  a  noun.  —  Ex.:  The  haughty 
rarely  have  many  friends. 

LESSON   IV. 

To  THE  Teacher.  —  Insist,  from  the  beginning,  on  oorrect  form  in 
composition.     The  following  points  are  the  most  important :  — 

1.  The  pupil's  name  should  be  written  near  the  upper  right-hand  cor- 
ner of  the  page. 

2.  The  title  should  be  in  the  middle  of  the  page,  near  the  top,  and 
underlined. 

3.  There  should  be  an  even  margin  on  the  left-hand  side  of  the  page 
(about  one-half  inch  on  note-paper).  The  first  line  of  each  paragraph 
should  be  indented,  that  is,  it  should  be  began  still  farther  to  the  right. 
No  margin  is  required  on  the  right-hand  side  of  the  page. 

4.  A  syllable  should  never  be  broken  at  the  end  of  a  line.  When 
there  is  not  room  for  the  whole  of  the  last  word  on  the  line,  write  as 
many  syllables  as  possible,  and  place  a  hyphen  after  them  to  show  that 
the  remaining  syllable  or  syllables  have  been  carried  to  the  beginning  of 
the  line  below. 

5.  Every  sentence  must  begin  with  a  capital  letter. 

6.  An  interrogation  mark  is  required  at  the  close  of  each  question. 

7.  A  period  is  required  at  the  close  of  a  declarative  or  an  imperative 
sentence. 

THE   LIGHTNING. 

The  mother  of  young  Arthur  lay  very  sick  with  fever. 
The  doctor  recommended  cooling  fruits  for  her.  Arthur 
hastened  at  once  into  the  woods  for  blackberries.  The 
day  was  very  hot.  (It  was,  etc.)  The  boy  searched  dili- 
gently. The  heat  made  the  siveat  stand  on  his  forehead. 
But  he  picked  on  patiently.  The  basket  was  finally  full 
of  the  choicest  berries.     Then  he  thought  to  rest  a  little 


SENTENCE    EXERCISES.  13 

in  the  shadow  of  a  tall  oak.  There  arose,  suddenly^  a 
thunder-storm.  Fierce  lightning  flashed  through  the  sky. 
The  voice  of  the  thunder  resounded  louder  and  louder. 
Streaming  rain  soon  fell  upon  the  leaves  of  the  trees. 
The  joy  of  the  boy  was  now  turned  to  fear.  For  a  time 
he  sat  crying  under  the  oak.  It  occurred  to  him  at  the 
right  moment,  that  it  is  not  safe  to  remain  under  tall  trees 
during  a  thunder-storm.  He,  therefore,  seized  his  basket 
quickly  and  hastened  away.  Suddenly  a  bright  flash  came 
and  the  thunder  quickly  followed  (was  folloived).  The 
boy  looked  around  terrified.  There  lay  the  oak  shattered 
upon  the  ground.  Arthur  arrived  at  home,  wet  through^ 
but  the  mother  recovered.    She  was  very  grateful  to  her  son. 

9.  Change  the  order  of  words,  beginning  each  sentence 
with  the  italicized  word  or  words.  —  Ex.:  Young  Arthur's 
mother,  etc. 

»o« 

LESSON   V. 

THE  SUBJECT  MAY  BE  A  VERB. 
SENTENCE  EXERCISES. 
It  is  easy  to  blame.  It  is  hard  to  improve.  It  is  wrong 
to  steal.  It  is  not  wrong  to  jest.  It  is  shameful  to  lie. 
It  is  a  bad  habit  to  call  names.  It  is  laborious  to  learn. 
It  is  human  to  err.  It  is  not  manly  to  smoke.  It  does 
no  good  to  scold.     It  is  useless  and  wicked  to  swear. 

10.  Change  each  of  these  sentences  so  that  the  verb  at  the 
end  shall  become  the  subject  of  the  sentence.  —  Ex. :  To  blame 
is  easy. 

It  is  no  disgrace  to  labor.  It  is  often  wiser  to  remain 
silent  than  to  speak.     It  is  nobler  to  suffer  than  to  quar- 


14 


LANGUAGE    LESSONS. 


rel.  It  is  more  blessed  to  give  than  to  receive.  It  is  bet- 
ter to  bend  than  to  break.  It  is  sorrow  to  borrow.  It  is 
better  to  laugh  than  to  cry. 

11.  Omit  the  subject  "  it "  and  use  in  its  stead  the  infinite 
form  of  the  verb  found  at  the  end  of  the  sentence.  —  Ex. :  To 
labor  is  no  disgrace. 

12.  Make  other  sentences  with  "it"  for  the  subject.  —  Ex. : 
It  thundered,  but  it  did  not  rain. 

13.  Find  sentences  in  your  Keading  Book  in  which  an  adjec- 
tive or  a  verb  is  used  as  subject. 


LESSON   VI. 

COMPOSITION    EXERCISES. 
THE   CITY  MOUSE  AND  THE   FIELD  MOUSE. 

A  city  mouse  once  took  a  walk.     She  met  on  the  way 
her  friend,  the  field  mouse.     While  with  her  friend  she 

satisfied  her  hunger 
with  acorns,  barlej^  and 
nuts.  The  field  mouse 
became  the  guest  of  the 
city  mouse,  not  long  after. 
Here  she  was  fed  with 
the  fiiiest  dainties. 
Then  thought  she,  "If 
I  only  had  such  good 
living  !  "  At  this  mo- 
ment, however,  the  cook  entered  the  pantry.  The  city 
mouse  ran  quickly  back  into  her  hole.     The  field  mouse 


tsK.MKNCK    EXEKLiSKS. 


15 


was  not  so  fortunate.     She  ran  hither  and  thither,  and  the 


cook  once  came  near  striking  her  dead 
ger  was  past.  The  city  mouse 
came  out  once  more  and  said, 
"Now  we  can  have  a  good 
time  again."  But  the  field 
mouse  answered,  "  I  would 
rather  live  a  humble  life  and 
be  safe,  than  to  feed  on  dain- 
ties and  live  in  constant  dan- 
ger" (^than  to  live,  etc.). 


Finally  the  dan- 


1:=^:::^^ 


14.   Rewrite  this  story  and  begin  each  sentence  with  the 
italicized  word  or  words. 


LESSON   VII. 

COMPOSITION    EXERCISES. 


THE  OI.D  GENERAL. 

An  old  general,  together  with  other  gentlemen  high  in 
office,  once  ate  dinner  with  the  king.  Such  people  usually 
sit  for  a  long  time  at  the  table,  because  they  have  much  to 
say.  The  aged  general  fell  asleep  during  the  conversa- 
tion. Several  of  the  gentlemen  smiled  when  they  saw 
it.  The  king  had  scarcely  noticed  this,  when  he  said 
earnestly,  "Gentlemen,  %peak  softly,  and  do  not  disturb 
him.  Often  enough  and  long  enough  has  he  kept  awake 
for  us." 

15.  Rewrite  this  story  and  begin  each  sentence  with  its 
italicized  word. 


16  LANGUAGE    LESSONS. 

16.  Try  to  make  still  other  changes  in  the  order  of  the 
words,  and  begin,  for  instance :  Sentence  1 :  Once.  Sentence 
2 :  Because.  Sentence  3 :  The  conversation  caused.  Sentence  4 : 
Of  the  gentlemen  who.  Sentence  5 :  Tlie  king  said.  Sentence 
6 :  I  implore  you.     Sentence  7 :    You  have  forgotten. 


LESSON   VIII. 

SENTENCE   EXERCISE. 

THE    SUBJECT    MAY    BE    THE    PRESENT    OR    PAST    PARTICIPLE 
USED    AS    NOUX. 

Those  that  suffer  are  not  seldom  made  sport  of.  They 
that  err  should  be  led  into  the  path  of  truth.  Those 
who  deserve  it  should  get  their  reward.  Those  who  are 
oppressed  deserve  our  sympath)^  Those  who  are  hard- 
hearted may  sometime  desire  loving-kindness.  Those 
who  forgive  are  sure  to  be  forgiven. 

17.  Change  each  of  these  sentences  so  that  the  subject  shall 
be  a  Participle,  that  is,  a  verb-form  ending  in  ing  or  ed. — 
Ex. :  The  forgiving,  etc. 

LESSON    IX. 

COMPOSITION    EXERCISES. 

When  a  man  once  lies,  others  no  longer  believe  him. 

18.  Change  the  construction  of  the  sentence  by  beginning 
with :  (1)  Others  no  longer ;  (2)  If  you  have ;  (3)  If  you  wish 
that  others ;  (4)  One  whom  others ;  (5)  Do  not  lie ;  (6)  Should 
you  once ;  (7)  Never  lie,  if. 

He  who  digs  a  pit  for  others  often  falls  into  it  himself. 


8KiN  i  KM  h     KX KKOISES. 


17 


19.  Change  the  construction  of  the  sentence  by  beginning 
with:  (1)  Often;  (2)  You  will  yourself;  (3)  Many  a  one  has 
fallen ;  (4)  If  you  dig ;  (5)  If  you  do  not  want ;  (6)  It  is  true 
that;  (7)  Should  you  dig;  (8)  Into  the  pit  which;  (9)  He  is 
not  to  be  pitied  who;  (10)  How  often  does  one  himself  fall; 
(11)  If  all  would  only  reflect  that. 


LESSON   X. 

COMPOSITION    EXERCISES. 
THE   FOX   AND  TH£   CROW. 

A  crow  had  stolen  a  piece  of 

meat.      He  flew  to  the  woods 

and  sought  out  a  quiet  plivce  to 

eat  it.     A  hungry  fox  thought 

to  get  the  meat  for  himself,  so 

he   called   with   a   loud   voice, 

"  How  handsome  the  crow  is, 

iu   the  elegance  of   her   shape 

and  the  fairness  of  her  com- 
plexion. If  her  voice  were  only  equal  to  her  beauty,  she 
would  be  the  queen  of  birds." 
These  words  flattered  the  crow, 
and  she  gave  a  loud  caw  to  show 
the  quality  of  her  voice.  The 
meat  dropped  to  the  ground  and 
was  quickly  eaten  by  the  fox. 
"My  good   crow,"  said   the   fox, 

''your  voice  is  right  enough,  but  your  wit  is  wanting." 

20.   Read  the  fable  carefully,  and  then  reproduce  it  from 

memory. 


18  LANGUAGE    LESSONS. 


THE  DONKEY  AND   THE   GOAT  {Imitation). 

21.  Donkey  eating  at  his  manger.  Goat  perceives  a  cab- 
bage-head under  the  hay.  Praises  the  donkey's  form  and  long 
ears,  but  regrets  that  he  can  not  dance.  Donkey  wants  to  show 
the  agility  of  his  legs.  Skips  about  in  most  comical  manner. 
Meantime  goat  eats  the  cabbage-head. 


EuLEs  AND  Principles. 

To  THE  Teacher.  —  At  or  near  the  close  of  every  chapter  will  be 
found  a  number  of  "Rules  and  Principles"  which  summarize  the  sen- 
tence exercises.  They  are  the  expression  of  that  part  of  the  science  of 
grammar  which  the  exercises  embody,  and  to  a  clear  knowledge  of  which 
they  lead.  The  child  should  now  learn  and  recite  these  rules,  always 
accompanying  them  by  concrete  illustrations. 

1.  The  subject  of  the  sentence  names  the  thing  6f  which 
something  is  said,  and  may  be  inquired  for  with  "  who "  or 
'•  what."     It  may  be :  — 

(a)   A  noun.  —  Ex.:  Chicago  is  a  city.      A  haivk  is  a  bird  of 

prey. 
(6)    A  pronoun.  —  Ex. :  I  will  fear  no  evil. 

(c)  An  adjective  used  as  a  noun,  or  a  participle  used  as  a 

noun,  the  participle  being  a  verb-form  that  usually 
ends  in  ing,  ed,  or  n.  —  Ex. :  The  righteous  fear  no  evil. 
The  erring  should  mend  their  ways.  The  oppressed 
deserve  our  pity. 

(d)  An  infinitive  verb,  or  a  verb  with  the  word  "  to  "  prefixed. 

—  Ex. :  To  err  is  human.  To  forgive  is  easier  than  to 
forget. 

(e)  Almost  any  word  may  become  a  subject.  — Ex. :  A  yes  is 

often  the  most  emphatic  word  one  can  use.  The  now 
passes  like  an  arrow. 

2.  Nouns  may  name  sense-objects,  as  7nan,  tree  ;  or  thought- 
objects,  as  love,  strength. 


SENTENCE    EXERCISES.  19 

3.  Sense-objects  are  those  we  can  perceive  with  the  senses. 
Of  nouns  that  name  sense-objects  we  have :  — 

(rt)   Proper  nouns,  or  those  that  apply  but  to  a  single  object,  as 

Henry,  Illinois. 
{Jj)    Class  nouns,  or  those  that  apply  to  a  class  of  objects,  as 

boi/f  apple. 
(c)    Collective  nouns,  or  those  that  in  the  singular  name  a 

number  of  objects,  as  flock,  herd. 
(ff)    Material  nouns,  or  those  that  name  a  material,  as  icood, 

iron. 

4.  Thought^objects  are  qualities,  conditions,  or  actions  to 
which  we  give  names,  and  which  we  regard  as  things.  —  Ex.  : 
Qualities :  goodness  (from  the  quality  good),  greatness,  sourness  ; 
conditions :  sleep,  silence,  comfort ;  actions :  motion,  division, 
flight. 


CHAPTER   IL 


DIRECT  QUOTATIONS. 


LESSON   XL 

SENTENCE    EXERCISES. 

To  THE  Teacher.  —  In  this  and  the  following  exercises  the  pupil  is 
drilled  upon  the  use  of  quotation  marks  and  upon  the  accompanying 
punctuation.  * 

THE   BOY  IN   THE    WOODS. 

A  boy  ran  into  the  woods.  Then  the  oak  tree  cried 
out,  ''Rest  in  my  shade."  The  boy  answered,  "  I  am  not 
yet  tired."  Then  the  violet  said,  "  Smell  my  odor."  The 
boy  answered,  "I  will  take  you  along  for  my  mother." 
Soon  he  espied  the  red  strawberry.  It  called  out  to  him, 
"Pick  me,  I  am  ripe."  The  boy  answered,  "I  will  give 
you  to  my  sister."  Finally  he  came  to  the  berry  of  a 
poisonous  plant.  It  said,  "  Eat  me."  But  the  bo}^  replied, 
"  I  will  not  eat  you,  for  you  look  suspicious.  I  will  pick 
you  and  show  you  to  my  father.  He  knows  you  better 
than  I  do." 

22.  Write  out  the  sentences  containing  the  direct  address  of 
the  boy  (1)  to  the  oak  tree,  (2)  to  the  violet,  (3)  to  the  straw- 
berry, (4)  to  the  poisonous  berry;  Observe  the  marks  which 
stand  before  and  after  the  quotation. 

20 


DIRECT   QUOTATIONS. 


21 


LESSON   XII. 

EARLY  LIFE  OF  ABRAHAM   LINCOLN. 

To  THE  Teacher. — These  outlines  are  introduced  as  tyiies  of  what 
may  readily  be  done  with  the  biographies  of  pioneers  in  the  Mississippi 
Valley.  Similar  ones  may  easily  be  prepared  concerning  La  Salle, 
(Mark*',  ^^:l lunette,  Boone,  Fremont,  I)e  Soto,  and  others. 

PIONEER  HOME-BUILDING. 

Abraham  Lincoln  was  born  in  a  log  shanty  on  a 
lonely  farm  hi  Kentucky,  February  12,  1809.  When  he 
was  seven  years  old  his 


father,  Thomas  Lincoln, 
moved  with  his  family 
to  Southern  Indiana, 
and  at  first  built  a  rude 
shed  to  shelter  them  — 
a  hut  having  no  door 
and  no  windows.     One 


liam  slept  in  loft  on  bag  of  leaves. 
23.    Write  the  story. 


side  was  open,  so  that 
a  bear  or  an  Indian 
might  walk  in. 

Meantime  the  father 
was  constructing  a  new 
log  house,  having  four 
sides,  a  door,  and  a 
chimney.  Home-made 
furniture,  table,  stools. 
(How  made  ?)  Abra- 
Corn-bread  for  supper. 


22  LANGUAGE    LESSONS. 

LESSON   XIII. 

cow,   HOKSE,   SHEEP,  AND  DOG. 

To  THE  Teacher.  — Notice  that,  for  the  most  part,  capitals  and  punc- 
tuation and  quotation  marks  are  omitted  from  this  Exercise.  A  vertical 
line  indicates  to  the  pupil  where  they  are  to  be  supplied. 

The  cow,  horse,  sheep,  and  dog  argued  among  them- 
selves which  was  the  most  useful  to  man  |  the  cow  said  | 
from  me  he  has  sweet  milk,  delicious  clieese,  and  rich 
butter  I  The  horse  said  |  I  draw  his  heavy  Avagon  along 
with  light  steps,  and  I  carry  my  rider  with  the  swiftness 
of  the  wind  |  the  sheep  then  said  |  I  go  bare  and  naked 
that  my  master  may  be  clothed  |  the}^  looked  at  the  dog 
scornfully  and  said  |  of  what  use  are  you  |  then  the  master 
approached  and  patted  the  dog  |  whereupon  the  horse 
said  I  why  do  you  da  that,  master  |  and  the  cow  and 
sheep  spoke,  saying  |  do  we  not  deserve  your  love  more 
than  this  useless  animal  |  the  master  patted  the  dog  still 
more  gently  and  answered  |  this  dog  rescued  my  beloved 
child  from  the  water  |  how  could  I  forget  such  great 
service  | 

24.  Copy  the  above,  and  supply  the  proper  punctuation  and 
quotation  marks  and  capital  letters  where  the  vertical  lines 
stand. 

LESSON   XIV. 

LEARNING  UNDER  DIFFICULTIES. 

There  was  a  log  schoolhouse  in  the  woods  at  quite  a 
distance  off,  where  Abraham  went  for  a  time  until  he  had 
learned  to  read  and  write  a  little.     By  and  by  he  found 


DIRECT    QUOTATIONS. 


23 


a  new  teacher  —  himself.  When  the  rest  of  the  family 
had  gone  to  bed,  he  would  read  and  study  by  the  light 
of  the  fireplace.  His  books  were  "  Robinson  Crusoe," 
"Pilgrim's  Progress,"  "iEsop's  Fables,"  the  "Bible,"  a 
"Life  of  Washington,"  and  a  small  "  History  of  the  United 
States."  Head  these  books  until  he  knew  a  great  deal  of 
them  by  heart.  (Which 
of  these  books  have  you 
read  many  times  ?) 

Part  of  his  evenings 
he  spent  in  writing  and 
ciphering.  Worked  his 
problems  on  the  back  of 
the  wooden  fire  shovel, 
having  no  slate  and  but 
little  paper.  Would 
shave  off  the  shovel 
when  it  would  hold  no 

more  figures.     When  the  shovel  got  too  thin,  he  would 
make  a  new  one. 

25.    Write  the  story. 


LESSON   XV. 

THE  FOX  AND  THE  GOAT. 

A  fox  once  fell  into  a  spring  that  was  surrounded  by  a 
high  wall.  He  said  to  himself,  "  Would  that  somebody 
were  here  who  would  rescue  me  !  "  A  thirsty  goat  soon 
approached  and  asked,  "  Is  the  water  good  ?  Is  there 
plenty  of  it?"     The  fox  thought  to  himself,  "  He  is  just 


24  LANGUAGE    LESSONS. 

the  fellow  for  me."  Then  he  studied  out  a  trick.  In  a 
moment  he  replied,  "  Just  come  down  here  !  Try  it  for 
yourself  !  "  Then  he  drank  with  full  draughts,  and 
exclaimed,  "  Ah,  but  the  water  is  cool  and  refreshing. 
What  a  precious  drink  that  is ! "  The  goat  now  began 
to  long  for  the  water  and  said,  ''  If  you  would  only  help 
me  down ! "  The  fox  expressed  himself  as  ready  to  do 
so.  Mr.  Longbeard  soon  reached  the  water  in  safety, 
but  Reynard  leaped  upon  his  back,  and  out  of  the 
spring.  Laughingly  he  called  back  to  the  astonished 
goat,  "Don't  forget  to  climb  out.  It's  cool  in  the 
spring." 

26.  Copy  the  story  from  memory.  Notice  that  each  direct 
quotation  is  preceded  by  a  comma  and  begun  with  a  capital 
letter. 

27.  Select  from  the  quotations  the  sentences  that  are 
(a)  declarative,  (6)  interrogative,  (c)  imperative,  (d)  exclama- 
tory.    (See  page  134.) 


LESSON   XVL 

LINCOLN   AT  SEVENTEEN. 

Nearly  six  feet,  four  inches  tall.  Almost  a  giant  in 
strength.  Could  raise  a  barrel  of  cider  to  his  knees  and 
drink  from  the  bung-hole,  or  lift  a  barrel  of  flour  into 
a  wagon  alone.  He  could  write  a  good  hand,  do  hard 
examples  in  long  division,  and  spell  better  than  any- 
body else  in  the  county.  Now  and  then  he  wrote  a  com- 
position on  some  interesting  topic.  The  neighbors  would 
say,  upon  hearing  it,  "The  world  can't  beat  it." 


DIRECT    QUOTATIONS. 


25 


At  this  time  a  neighbor  hired  Abraham  to  go  with 
him  on  a  flatboat  to  New  Orleans,  distance  about  eight 
hundred   miles.     Time  ^  ^^ 

between  three  and  four 
weeks.  Boat  was  loaded 
with  corn.  (Down  what 
rivers  did  they  float?) 
Father  said,  ''  Take  care 
tliat  in  trying  to  see 
tiie  world  you  don't  see 
the  bottom  of  the  Mis- 
sissippi." Flatboat 
attacked  by  robbers.      Lincoln  beat  them  off  with  a  club. 

28.   Write  the  story.  __ 


LESSON   XVIL 

THE  WOLF  AND  THE   LAMB. 

A  wolf  and  a  lamb  once  happened  to  come  to  the  same 
brook  at  the  same  time  to  drink  |  the  wolf  stood  higher 
up  the  stream  than  the  lamb  did  |  wlien  the  wolf  saw 
the  lamb,  he  ran  to  him  and  said  —  why  do  you  dirty  my 
water  |  the  lamb  answered  |  how  can  I  dirty  your  water 
when  you  drink  above  where  I  am  |  the  wolf  replied  |  do 
you  also  sauce  me  |  the  lamb  said  gently  |  I  do  not  sauce 
you  I  then  the  wolf  said  |  six  months  ago  your  fatlier 
abused  me  |  the  lamb  replied  |  six  months  ago  I  was  not 
born ;  how  can  I  answer  for  wliat  my  father  did  then  |  the 
wolf  spoke  again,  saying  |  but  you  have  eaten  down  the 
grass  in  my  fields  and  meadows  |  again  the  lamb  answered 
I  how  is  that  possible?     I  have  as  yet  no  teeth  |  the  wolf 


26 


LANGUAGE    LESSONS. 


said  I  O,  you  have  plenty  of  answers,  but  I  shall  not  dp 
without  my  supper  |  then  he  killed  the  innocent  lamb  and 
devoured  it. 

29.  Copy  the  story,  supplying  the  proper  punctuation  and 
quotation  marks  and  capital  letters  where  the  vertical  lines 
stand. 

30.  Find  direct  quotations  in  your  Readers,  and  tell  whether 
they  are  declarative,  interrogative,  imperative,  or  exclamatory. 


LESSON   XVIII. 


THE  REMOVAL  TO  ILLINOIS. 


Not  long  after  young 
Lincoln's  return  from 
New  Orleans,  his  father 
moved  to  Illinois.  Two 
weeks'  journey  through 
the  woods  with  ox-teams. 


Abraham  helped  his 
father  build  a  log-house. 
Then  he  helped  to  split 
walnut  rails  enough  to 
fence  in  fifteen  acres  of 
land  for  a  cornfield. 

Once  when  he  needed 
a   new  pair   of   trousers, 
he  made  a  bargain  with  a  ^Irs.  Nancy  Miller  to  weave 
him  some  yards  of  tow  cloth,  and  to  dye  it  brown  with 


DIRECT    QUOTATIONS.  27 

walnut  bark.  For  eacli  yard  he  agreed  to  make  her  four 
hundred  good  fence  rails.  Paid  for  all  his  clothes  in 
this  way. 

Lincoln  became  a  clerk  in  a  store  at  New  Salem,  Illinois. 
A  gang  of  roughs  in  the  neighborhood,  whose  leader  was 
Jack  Armstrong,  used  to  attack  newcomers  -  beat  them  - 
put  them  ill  a  lioi^fshead  and  roll  them  down  hill.  They 
concluded  i<>  uv  Lincoln  -  challenged  him  to  a  wrestling 
match  -  were  astonished  at  the  result  -  did  not  want  to 
try  it  again.  They  were  soon  friends  and  admirers  of 
Lincoln,  who  now  became  a  peacemaker. 

31.   Write  the  story. 


LESSON   XIX. 

THE  J  AT  AND  HER  CHILDREN. 

A  jay  once  led  her  children  into  the  fields,  that  they 
might  learn  to  seek  their  own  food.  But  this  did  not 
please  them.  "  We  would  rather  go  back  to  the  nest," 
cried  they.  *'•  There  it  is  pleasanter,  for  you,  dear  mother, 
bring  us  food  in  your  bill."  However,  the  mother  said, 
•*  My  children,  you  are  large  enough  to  feed  yourselves. 
My  mother  sent  me  out  much  younger."  "  But  the  archers 
will  kill  us,"  replied  the  children.  '*  No,  no,"  said  she, 
'*  it  requires  time  to  aim.  When  you  see  that  they  raise 
the  l)ow  and  draw  the  cord  back  to  the  face  in  order  to 
shoot,  then  fly  away."  "We  shall  indeed  do  that,"  said 
they  quickly,  "but  if  any  one  takes  a  stone  to  throw  at 
us,  when  no  time  is  needed  for  aiming,  how  then  ?  "  "  You 
can  see  him  stoop,"  said  the  mother,  "when  he  picks  up 


28 


LANGUAGE    LESSONS. 


the  stone."  "But  suppose  he  should  carry  the  stone  in 
his  hand,  and  be  ready  at  any  moment  to  tlirow  ?  "  "Ah! 
how  much  you  know,"  said  the  mother,  "  you  are  already 
able  to  care  for  yourselves."  Thereupon  she  flew  away, 
and  left  them  alone. 

32.  Copy  the  sentences  containing  direct  quotations  so  that 
the  part  not  quoted  may  stand  (a)  before,  (b)  after,  and  (c) 
between  the  parts  of  the  quotation.  —  Ex. :  (a)  They  cried, 
■'  We  would  rather  go  back  to  the  nest."  (6)  "  AVe  would 
rather  go  back  to  the  nest,"  cried  they,  (c)  "  We  would 
rather,"  cried  they,  "go  back  to  the  nest." 

Notice  that  when  the  question  is  broken,  two  sets  of  quota- 
tion marks  must  be  used. 


LESSON   XX. 


HONEST  'ABE. 


THE   BLACK  HAWK  WAK. 


Lincoln  was  faithful  in 
all  things,  little  and  great- 
A  woman  once  overpaid 
him  by  six  cents.  Discov- 
ered it  after  she  was  gone. 
Walked  six  miles  after  the 
store  was  closed  to  repay 
her.  Such  things  as  this 
caused  the  people  to  call 
him  "Honest  'Abe.'" 
Lincoln  went  to  fight  the 
hidians  in  what  was  called  the  Black  Hawk  War.  People 
were  expecting  war,  because  some  time  before  an  Indian 
had  come  to  a  settler's  cabin,  and  said,  "  Too  much  white 


DIRECT    QUOTATIONS.  20 

man."     He  then  threw  a  handful  of  leaves  into  the  air. 

What   did    this   mean?      A   chief   named  Black    Hawk 

began  the  war,  but  was  soon  overthrown.  Lincoln  said 

his  only  battles  were  with  the  mosquitoes.  He  killed  no 
Indians,  but  saved  the  life  of  an  old  savage. 

33.   Write  the  story. 


LESSON   XXL 

L  The  proverb  says,  "Satan  finds  some  mischief  still 
for  idle  hands  to  do."  2.  Solon  said,  "Account  no  man 
happy  before  he  is  dead."  3.  Columbus  once  said, "  Every 
thing  seems  easy  to  us,  when  it  is  done."  The  Bible  says, 
"  Honor  thy  father  and  mother."  A  proverb  reads,  "He 
who  pays  his  debts  increases  his  goods."  The  non-pro- 
gressive say,  "  Thus  have  we  found  it,  thus  will  we  leave 
it."  7.  Pilate  asked,  "  What  is  truth  ?  "  Socrates  said, 
•*  The  truly  wise  are  the  truly  good." 

Bozzaris  said,  — 

** Strike  —  till  the  last  armed  foe  expires; 
Strike  —  for  your  altars  and  your  fires; 
Strike  —  for  the  green  graves  of  your  sires; 
God  and  your  native  land." 

34.  Place  the  introductory  clause  in  each  sentence  (a)  after 
the  quotation,  (6)  between  the  parts  of  the  quotation.  —  Ex.  : 
"  Satan  finds  some  mischief  still  for  idle  hands  to  do,"  says  the 
proverb.     "  Satan,"  says  the  proverb,  "  finds,"  etc. 

Notice  that  we  use  a  comma  or  commas  to  separate  the  quo- 
tation from  the  rest  of  the  sentence.  Observe  also  that  when 
the  quotation  is  broken,  two  sets  of  quotation  marks  are  needed. 


30  LANGUAGE    LESSONS. 

LESSON   XXII. 

THE    FIRE. 

Fire  |  fire  |  rang  out  voices  in  the  middle  of  the  night  | 
hasten  to  the  rescue  |  clanged  the  fire  bell  |  where  is  the 
fire  I  was  asked  from  every  window  |  the  hotel  is  on  fire 
come  and  help  |  was  the  answer  |  great  numbers  of  people 
streamed  to  the  burning  building  |  what  an  alarm  |  is  there 
any  one  still  in  the  house  |  asked  one  |  who  will  save  the 
animals  at  the  barn  |  a  third  ordered  a  ladder  |  where  is 
the  nearest  well  |  called  the  firemen  |  turn  the  hose  on  the 
gable  wall  |  commanded  the  captain  of  the  fire  company  | 
it  is  all  in  vain  |  sighed  the  inconsolable  owners  |  try 
merely  to  defend  the  neighboring  houses  from  the  destroy- 
ing element  |  it  was  as  they  said  |  the  hotel  burned  to  the 
ground  |  further  damage,  however,  was  prevented. 

35.    Supply  the  lacking  quotation  and  punctuation  marks. 


LESSON   XXIII. 

IMPORTANT  TRUTH. 

A  father  said  to  his  son,  who  was  about  to  journey  into 
a  far  country,  that  he  could  give  him  no  wealth,  but  that 
he  would  not  withhold  from  him  an  important  truth.  He 
said  that  the  man  who  in  his  twentieth  year  has  learned 
nothing,  in  his  thirtieth  become  nothing,  and  in  his  forti- 
eth earned  nothing,  would  never  learn  anything,  become 
anything,  or  get  anything. 

36.  Cliange  the  indirect  quotations,  or  those  beginning  with 
that,  into  direct  ones.  —  Ex. :  A  father  said  to  his  son,  who  was 
about  to  journey  into  a  far  country,  "  I  can  give  you,"  etc. 


DlliK(   I     (^LulAliONS.  31 

LESSON   XXIV. 

LOOK   ABOVE.  BELOW,  AROUND. 

A  pious  man  was  once  asked  how  it  came  that  in  spite 
of  all  the  trials  of  life  he  could  preserve  such  an  even 
temper  |  thereupon  he  answered  |  that  comes  because  I 
always  guard  my  eyes  |  for  all  evil  goes  through  the  sense 
to  the  heart  |  but  another  asked  further  |  how  do  you 
manage  this  |  he  then  answered  |  every  morning  (  before 
I  go  to  my  business  among  men  |  I  direct  my  eyes  thought- 
fully upon  three  things  |  first  |  I  lift  them  toward  Heaven 
and  remember  that  the  chief  business  and  aim  of  my  life 
is  above  |  second  |  I  lower  them  to  the  earth  and  reflect 
how  little  room  I  need  in  order  at  last  to  find  my  grave 
therein  |  finally  |  I  look  about  me  and  view  the  multitude 
of  those  who  are  more  unfortunate  than  I  am  |  in  this  way 
I  am  consoled  for  all  misfortune  |  and  live  content  with 
man  and  the  world. 

37.   Supply  punctuation  and  quotation  marks. 

KuLEs  FOR  Quotations. 

1.  Direct  quotations  contain  the  exact  words  of  another.  — 
Ex. :  The  fox  said,  "  Don't  forget  to  climb  out.  It's  cool  in 
the  well." 

2.  Separate  a  direct  quotation  from  the  rest  of  the  sentence 
by  a  comma  or  commas.  —  Ex.:  The  wolf  said,  "Six  months 
ago  your  father  abused  me."  "  Six  months  ago,"  replied  the 
lamb,  "  I  was  not  born." 

3.  Inclose  the  words  of  a  direct  quotation  in  quotation 
marks  ("  — ");  if  the  quotation  is  broken  into  two  parts  by 
the  words  of  the  speaker,  use  two  sets  of  quotation  marks. — 
Ex.:  ♦*  Why  do  you,"  said  the  wolf,  "dirty  my  water?" 


CHAPTER   III. 


THE  MODIFICATION  OF  THE  NOUN 
{ADJECTIVE  MODIFIERS). 


LESSON    XXV. 

THE    ADJECTIVE    MAY    BE    A    NUMERAL. 

SENTENCE    EXERCISES. 

THE   YEAR. 

A  year  has  ttvelve  \nont\\^.  Each  of  the  four  seasons 
consists  of  three  months.  The  first  season  is  spring. 
The  beginning  of  spring  comes  in  the  third  month. 
July  is  the  seventh  month.  Summer  begins  on  the 
twenty-first  day  of  June.  Autumn  begins  on  the  twenty- 
third  day  of  September.  Winter  begins  in  the  last  month 
in  the  year.  It  brings  many  discomforts  with  it.  Yet  it 
also  has  some  great  pleasures.  All  people  rejoice  at  the 
coming  of  spring.  Autumn  also  brings  many  joys.  All 
seasons,  in  fact,  are  pleasant. 

38.  Which  modifiers  answer  the  question  liow  many  9  — 
Ex. :  How  many  months  has  the  year  ? 

39.  Which  modifiers  answer  the  question  ivhkh  ?  —  Ex. :  The 
beginning  of  spring  comes  in  ivhich  month? 

32 


THE    MODIFICATION    "1      IMi:    NOUN.  83 

40.  What  words  indicate  a  dejinite  number  ?  What  words 
indicate  an  indefinite  number? 

41.  Copy  the  sentences  in  which  you  find  definite  numbers 
indicated.  —  Ex. :  A  year  has  twelve  months.  The  first  season 
is  spring. 

Three,  four,  five,  six,  seven,  eight,  nine,  ten,  eleven, 
twelve,  twenty,  thirty,  forty,  fifty,  sixty,  seventy,  eighty, 
ninety,  hundred,  thousand. 

42.  Write  from  memory  the  above  cardinal  numbers  in 
words. 

43.  (a)  Tell  the  order  of  your  schoolmates  as  you  sit  in  the 
class.  —  Ex. :  Frank  is  the  first  pupil,  (b)  Write  the  ordinals, 
or  the  numerals  that  show  order,  from  the  above  cardinals.  — 
Ex. :  Third,  fourth,  etc.  Observe  that  first  and  second  are 
formed  irregularly. 

LESSON    XXVI. 

SENTENCE    EXERCISES. 

How  many  days  has  the  week?  the  month  ?  How  many 
months  has  the  year?  How  many  years  old  are  you? 
How  many  arms  have  you?  How  many  arms  have  twenty 
persons?  How  many  fingers  have  you  on  each  hand? 
How  many  toes  does  each  foot  have  ?  How  many  legs  has 
the  dog?  the  fly?  the  spider?  How  many  cents  in  half 
a  dollar  ?  How  many  quarts  has  a  bushel  ?  How  many 
ounces  in  a  pound  of  butter?  of  gold ?  How  many  things 
make  a  score?  a  dozen?  a  gross?  How  many  sheets  of 
paper  in  a  quire?  How  many  things  make  a  pair?  How 
many  leaves  has  the  clover  ? 

44.  Answer  the  questions  and  underline  the  cardinal  nu- 
iiuMiils.  —  Ex.:  The  week  has  seven  days. 

BK.  II —C 


34  LANGUAGE    LESSONS. 

LESSON   XXVII. 

SENTENCE    EXERCISES. 

To  THE  Teacher.  —  Observe  that  ordinals  show  the  orde7'  in  which 
things  come.  Observe  how  with  the  exception  of  first  and  second,  they 
are  formed  from  the  cardinals,  three,  four.  Jive,  etc. 

Which  day  of  the  week  is  Sunday  ?  Tuesday  ?  Satur- 
day ?  Wednesday  ?  Monday  ?  Friday  ?  Thursday  ? 
Which  month  of  the  year  is  December?  October? 
August  ?  February  ?  November  ?  July  ?  January  ? 
March  ?  May  ?  September  ?  April  ?  Which  day  is 
your  birthday  ?  Which  day  is  Christmas  ?  Which  day 
begins  the  year. 

45.  Answer  the  questions  and  underline  the  ordinal  nu- 
merals. At  the  same  time  place  along  side  of  the  numeral 
its  equivalent  figure  or  figures.  —  Ex. :  August  is  the  eighth 
(8th)  month. 

46.  Write  in  their  correct  order  the  names  of  the  days  of 
the  week,  and  then  the  names  of  the  months  of  the  year. 
Remember  that  all  these  names  begin  with  capitals. 


LESSON   XXVIII. 

COMPARISONS. 
THE  FIR  AND  THE  OAK. 

The  fir  and  the  oak  are  trees.  Both  of  them  grow  in 
the  woods,  and  are  called  forest  trees.  They  are  very 
highly  valued  on  account  of  their  wood.  Large  tracts  of 
country  are   therefore   often   planted  with  oaks  or  firs. 


THE    MODIFICATION    OF    THE    NOUN. 


35 


We  can  easily  tell  one 

from  the  other.     The 

tir    grows    tall    and 

slender.      The    oak, 

on    the    other    hand, 

is  usually  stout  and 

gnarled.  The  fir 
grows  faster  than  the  oak,  but  the  oak  has  a  harder  wood 
than  the  fir.  The  oak  has  leaves,  while  the  fir  has 
needles.  We  call  the  fruit  on  the  oak  an  acorn,  while 
that  of  the  fir  is  called  a  cone. 

47.  Read  the  comparison  carefully  and  then 
write  it  from  memory. 

48.  Tlie  Rose  and  the  Violet.  — 
Similarities :  Garden  flowers  or 
wild.  Favorites.  Beauty.  Odor,  [v^^"'^^^^ 
Differences  :  Violet,  spring 
flower.  Rose,  summer  flower. 
Color.  Size.  Rose  bush.  Thorns. 
Length  of  time  of  blooming. 


LESSON    XXIX. 

COMPARISONS. 


49.    Horse  and  Donkey.  —  Similarities:    Mammals.    Domes- 
tic animals.     Legs,  hoofs,  pointed  ears.     Hair.    Manes.    Food. 


36 


LANGUAGE    LESSONS. 


Differences :      Size.      Mane. 
Use.     Qualities. 


Tail.      Ears.      Gait.      Coloi 


50.    Goose  and  Ditck.- 
tic 


Similarities :     Swimmers.     Domes- 


diving.      Feathers. 


fowls. 
Webbed  feet, 
ner  of  flying, 
rite    resorts. 
Differences  : 
Color.    Neck. 
Gait.        Swimming, 
Manner  of  standing. 


51.  Slimmer  and  Winter.  —  Similarities  :  Seasons.  Length. 
Pleasures  of.  Differences:  Heat  and  cold.  Length  of  days, 
nights.  Appearances  in  nature.  The  sky.  Plants.  Life  of 
animals.     Employment  of  men. 


LESSON   XXX. 

THE    ADJECTIVE    MODIFIER    MAY    BE    A    POSSESSIVE    PRONOUX. 

SENTENCE    EXERCISES. 

FAVORITE   COLORS. 

Albert  and  Bertha  had  a  friendly  dispute  as  to  which  is 
the  most  beautiful  color.  Albert  said  :  ''  M^  favorite  color 
is  red.  Our  roses  in  the  garden  are  red."  Bertha  said  : 
"  I  love  blue  best.  Look  at  the  sky,  its  color  is  blue.  Mi/ 
favorite  flower,  the  violet,  is  also  blue."  But  the  father 
said  :  "  Your  dispute  is  useless.  All  colors  are  beautiful. 
We  admire  their  splendor  in  the  rainbow."  Then  he 
pointed  to  the  sky,  where  just  then  a  beautiful  rainbow 
spanned  the  heavens. 


THE    MODIFICATION    OF   THE    NOUN.  87 

52.  (o)  Inquire  for  the  italicized  words  with  "  whose  "  and 
answer  in  complete  sentences.  —  Ex. :  Whose  favorite  color  is 
red  ?  My  favorite  color  is  red.  (6)  Put  nouns  in  the  place  of 
the  italicized  word.  —  Ex. :  AlherVa  favorite  color  is  red. 

MT  IH>ULTRT  YAKD. 

To  THE  Teacher.  — Divide  the  class  into  five  groups,  assigning  an 
exercise  to  eacli. 

In  my  father's  yard  there  is  a  shady  corner.  There  lies 
my  poultry  yard.  It  is  my  joy,  and  my  favorite  resort. 
My  chickens  know  my  steps  from  afar.  The  cock  in 
golden  feathers  knows  my  voice.  When  I  hold  out  my 
hand,  he  comes  boldly  forward.  He  puts  his  bill  into  the 
hollow  of  my  hand.  Then  he  squints  toward  my  pocket. 
He  is  only  too  glad  to  get  something.  If  I  show  him  some 
crumbs,  he  does  not  leave  my  side  until  I  scatter  them. 
Then  my  hens  come  up.  What  a  clatter !  I  would  not 
sell  my  chickens,  even  for  much  money. 

53.  Imagine  the  poultry  yard  belongs  to  you  and  your 
brothers.  —  Ex.:  There  lies  our  poultry  yard. 

54.  Tell  the  story  to  a  friend  and  imagine  the  poultry  yard 
is  his.  —  Ex. :  There  lies  your  poultry  yard. 

55.  Imagine  the  yard  belongs  to  a  friend  and  tell  another 
about  it.  —  Ex. :  There  lies  hia  poultry  yard. 

56.  Do  the  same,  imagining  that  the  yard  belongs  to  several 
frionds.  —  Ex. :  There  lies  their  poultry  yard. 

57.  Write  all  the  possessive  pronouns  of  the  first,  second, 
and  third  persons,  singular  and  plural.  —  Ex. :  My  -  ours,  etc. 

5a  Find  sentences  in  your  Reading  Book  which  contain 
possessive  pronouns,  and  tell  whether  they  are  of  the  first, 
second,  or  third  person. 


38  LANGUAGE    LESSONS. 

LESSON   XXXI. 

DESCRIPTIVE   EXERCISES. 
JUNE   BEETLE. 

59.  1.  Insect.     2.  Main  divisions :   head,  thorax,  abdomen. 

Size  of  these  parts.     Eyes 

large,   immovable.     Anten- 
nae.      Mouth  -  parts.       Six 

legs  with   claws.     Four  wings 

—  u^iper,    under.      Head    and 

thorax,  black;   wings  chestnut 

brown.   Abdomen  black.   Spots. 

3  and  4.    Upon   trees,   leaves, 
flowers,  20-30  eggs,  larvae  (grubs).     Chrysalis. 
Evenings,  fly  about,  hum.     During  day,  sit  still.     5.   Ducks, 
chickens,  food.     Very  injurious.     Grubs,  roots.     Beetles,  trees. 
Destroy,  not  torment. 

LESSON   XXXII. 

THE    ADJECTIVE   MODIFIER   MAY    BE    A    PHRASE    (a   PREPOSITION 
AND    A   noun). 

SENTENCE   EXERCISES. 

The  hand  of  the  fisher  guides  the  canoe.  The  dog  is 
an  enemy  of  the  cat.  The  skin  of  a  bear  is  called  a  pelt. 
The  hill  is  adorned  by  the  castle  of  the  knight.  The 
strength  of  the  infant  is  not  great.  Its  place  is  the  lap 
of  the  mother. 

60.  Inquire  for  the  modification  with  "of  what"  or  "of 
whom,"  and  answer  in  complete  sentences.  —  Ex. :  The  hand 
of  whom  guides  the  canoe  ?  The  hand  of  the  fisher  guides  the 
canoe. 


THK    MODIFICATION    OF    TMK    NOUN.  39 

61.  Change  the  phrase  into  a  possessive,  and  place  it  before 
the  noun.  —  Ex. :  The  Jisher's  hand  guides  the  canoe. 

ABOUT  ANIMALS. 

The  feet  of  what  animals  have  hoofs?  The  toes  of 
what  animals  have  claws  ?  The  proboscis  of  what  animal 
is  called  a  trunk  ?  The  bill  of  what  bird  is  crossed  ?  The 
ears  of  what  animal  are  long  ?  The  hide  of  what  animal 
is  made  into  leather  ?  The  bristles  of  what  animal  are 
made  into  brushes  ?  The  flesh  of  what  animal  is  roasted  ? 
The  skin  of  what  animal  is  covered  with  quills  ?  The  food 
of  what  animal  consists  of  worms  ? 

62.  Answer  the  above  questions.  —  Ex.:  The  foot  of  the 
horse  has  a  hoof. 

63.  Change  the  phrases  of  your  answers  into  possessives,  and 
place  them  before  nouns.  —  Ex. :  The  horse's  foot  has  a  hoof. 


LESSON   XXXIII. 

SENTENCE  EXERCISES. 

Head,  toe,  twig,  ear,  wing,  shell,  roof,  handle,  wheel, 
root,  finger,  gill,  continent,  country. 

64.  Of  what  is  each  of  these  things  a  part?  —  Ex.:  The 
head  is  a  part  of  the  body. 

THE  FOREST  AS  A   DWELLING  PLACE. 

The  forest  is  the  home  of  the  deer.  The  hare  also  seeks 
the  thickets  of  the  woods.  The  nests  of  the  birds  are 
also  found  here.  The  leaves  of  the  trees  protect  them. 
The  squirrel,  too,  lives  in  the  woods.     The  fruit  of  the 


40  LANGUAGE    LESSONS. 

oak  furnishes  him  food  ;  nor  does  he  despise  the  kernels 
of  nuts.  Below,  one  finds  the  burrows  of  the  rabbits. 
Close  by  are  found  the  holes  of  the  mice.  The  bark  of 
the  trees  is  also  a  favorite  resort  of  many  insects.  There 
one  may  find  the  black  beetles,  while  from  the  tops  comes 
the  hum  of  the  bees. 

65.    Inquire  for  the  modifier  with  '^  of  what  ?  "  —  Ex. :  The 
wood  is  the  home  of  what  9    The  wood  is  the  home  of  the  deer. 


LESSON   XXXIV. 

DESCRIPTIVE    EXERCISE. 
THE   HERRING. 

1.  Salt-water  fish.  2.  Form  of  body.  Scales.  •  Head. 
Eyes.     Gill-fish.     Gills.     Fins  :  pectoral  -  ventral  -  anal 

-  dorsal  -  caudal.   Color.    Smoked 
S^    herring.       One,    fifty    thousand 
eggs.      3  and  4.    Northern  seas. 
~^  -      ~  Small     sea-animals.         Enemies. 

5.    Yearly,   one   thousand   millions.       Salted.       Smoked. 

66.    Write  the  description. 

LESSON   XXXV. 

SENTENCES    WITH    TWO    SIMILAR    ADJECTIVE    MODIFIERS. 
FOREST  CONCERT. 

The  bright  sun  appears.  It  is  also  fiery.  —  A  gentle 
wind  blows.  It  is  fresh.  —  All  the  small  birds  awake. 
The  large  ones  also  awake.  —  The  noisy  crow  calls  down 


THK     MHDll  I<   A  I  !'>N     ok      I1!K     NorN.  41 

from  the  lofty  perch.  He  is  also  suspicious.  — The  gentle 
thrush  sings  in  the  bush.  She  is  timid.  —  The  dainty 
robin  skips  over  the  ground.  He  is  trustful.  —  The 
saucy  bluebird  peers  from  the  limb.  He  is  bold.  —  The 
gay  woodpecker  drums  on  the  dead  tree.  He  is  lively. — 
The  restless  starling  whistles.  He  is  noisy. — The  loud 
concert  makes  the  hearer  rejoice.     It  is  pleasant. 

67.  Unite  each  pair  of  sentences  into  one.  Arrange  the 
adjectives  in  the  best  order.  —  Ex. :  The  bright  and  fiery  sun 
appears. 

The  bee  is  a  small  insect.  It  is  a  diligent  insect.  —  The 
violet  is  a  modest  flower.  It  is  a  much-loved  flower.  — 
The  tulip  has  a  splendid  blossom.  It  has  an  odorless 
blossom.  —  The  crow  has  a  strong  voice.  He  has  a  dis- 
agreeable voice. — The  toad  is  a  despised  animal.  It  is 
a  useful  animal.  —  Diamonds  are  valued  stones.  They 
are  rare  stones. 

68.  Unite  each  pair  of  sentences  into  one,  using  the  con- 
junction "but."  —  Ex.:  The  bee  is  a  small  but  diligent  insect. 

Smell,  rose  -  pink,  agreeable.  Songs,  nightingale  - 
mocking-bird,  pleasant.  Fur,  mink  -  beaver,  vjiluable. 
Points,  sword  -  spear,  sharp.  Stalks,  wheat  -  rye,  long. 
Ears,  hare  -  donkey,  long.  Dwelling  place,  mole  -  mouse, 
in  the  ground.  Hair,  horse  -  cow,  soft.  Feathers  crow  - 
blackbird,  black.     John,  son  Zachariah  -  Elizabeth. 

69.  Unite  the  words  into  sentences.  —  Ex.:  The  smell  of 
the  rose  and  of  the  pink  is  agreeable. 

Trees. —  Roots,  oak  -  birch,  gnarly.  Trunk,  poplar  - 
palm,  slim.     Bark,  maple  -  birch,  smooth.     Top,  maple  - 


42  LANGUAGE    LESSONS. 

chestnut,  luxuriant.  Branches,  birch  -  willow,  flexible. 
Needles,  pine  -  larch,  pointed.  Bloom,  alder  -  hazel, 
called  catkins.  Fruit,  fir  -  pine,  cone.  Berries,  moun- 
tain-ash -  elder-bush,  eaten  by  the  birds.  Wood,  wal- 
nut -  oak,  made  into  furniture. 

70.  Form  sentences.  —  Ex. :  The  roots  of  the  oak  and  of  the 
birch  are  gnarly. 

71.  Find  sentences  in  your  Reader  in  which  the  nouns  are 
modified,  and  tell  the  kind  of  modifier. 


LESSON    XXXVI. 

DESCRIPTIVE    EXERCISES. 
THE  SWALLOW. 

1.  Migratory  bird.  2.  Wings  long,  curved.  Swift 
flight.     Feet  small,  delicate.     Bill  thin,  awl-shaped.    Tail 

forked.     Color  of 
feathers.      Ab- 
domen.    Back. 
3.        Autumn, 
swarm.     Wing 
exercises.    South. 
Return.      Nest,    from    soft   earth.      Lining. 
Under  eaves.     Four  to  six  white  eggs.     4  and  5.   Destroy 
injurious  insects.     Catch  while  in  flight.     Song,  a  twitter. 
72.   Write  the  description. 

Rules  and  Principles. 

1.  A  modifier  of  a  noun  is  called  an  adjective  element.  Any 
word  or  phrase  that  describes  or  points  out  the  thing  named  by 
a  noun  is  an  adjective  element. 


THE    MODIFICATION    OF   THE    NOUN.  43 

2.  The  adjective  element  may  consist  of 

(a)  A  qualifying  adjective  answering  the  question,  "What 
kind  of  a  —  ?  "  —  Ex. :  What  kind  of  a  pupil  ?  A  dili- 
gent pupil. 

(6)   A  phrase  with  the  word  of,  answering  the  question  of  what  f 

—  Ex. :  The  roof  of  what  ?    The  roof  of  the  house. 

(c)  A   possessive   pronoun,   answering  the    question  wfiose  f 

—  Ex.:  Whose  father?     3/y  father. 

(d)  A  demonstrative  adjective,  answering  the  question  which  f 

—  Ex. :  Which  tree  ?     Tliis  tree. 

(e)  A  numeral  adjective,  answering  the  question,  hoto  many  f 

—  Ex. :  How  many  days  ?     Seven  days. 

(/)  A  numeral  adjective,  answering  the  question  tchai  f  or 
tchich?  —  Ex.:  Whatdsiy?  The  seventh  day.  WJiich 
boy  ?    The  thii-d  boy  at  the  right. 

3.  The  possessive  pronouns  tell  us  to  what  person  a  thing 
belongs.  They  are  my  or  mine,  your  or  yours,  his,  her  or  hers, 
itSy  their  or  theii-s.  This,  that,  these,  those,  sucJi  are  demonstra- 
tive adjectives.  They  demonstrate,  or  point  out  definitely  what 
object  is  meant. 

4.  A  numeral  shows  number.  It  either  answers  the  ques- 
tion how  many  f  then  it  is  called  a  cardinal  number  (one,  two, 
etc.);  or  it  answers  the  question  what  or  which  one?  (first, 
second,  sixth,  etc.),  then  it  is  called  an  ordinal  number. 

Notice  that  such  numerals  as  Jirst,  Jijlh,  tenth,  etc.,  are  called 
ordinals  because  they  show  the  order  in  which  things  come. 


CHAPTER  IV. 


THE  MODIFICATION  OF  THE    VERB. 
LESSON   XXXVII. 

THE   OBJECT. 

To  THE  Teacher.  — As  a  basis  for  understanding  the  transitive  verb 
and  its  object,  explain  to  the  pupils  that  some  actions  terminate  'icith  the 
actor.  —  Ex.:  Birds  fly;  while  others  terminate  upon  an  object.  —  Ex.  : 
Children  gather  flowers.  Verbs  that  express  an  action  which  termi- 
nates upon  an  object  are  transitive  and  take  the  direct  object. 

SENTENCE   EXERCISE. 

The  maids  feed  the  cows.  The  servants  water  the 
horses.  The  shepherds  herd  the  sheep.  The  fishermen 
catch  the  trout.  The  hunters  shoot  the  ducks.  The 
cooks  pick  the  geese.     The  dogs  set  the  quails. 

73.  Point  out  the  objects. 

74.  Change  the  sentences  so  that  the  objects  will  become 
subjects.  —  Ex. :  The  cows  are  fed  by  the  maids. 

Whom  or  what  can  one  pursue,  translate,  spin,  move,  re- 
fresh, receive,  quench,  weave,  open,  conquer,  gather,  ter- 
rify, heat,  milk,  guide,  rule,  awaken,  light,  beat,  destroy, 

44 


THE    MODIFICATION    OF    THE    VERB.  45 

present,  draw,  attract,  rej^el,  instruct,  teach,  lose,  repair, 
avoid,  bind,  unite,  discover,  gain. 

75.    Use  these  transitive  verbs  in  sentences.     Use  several 
objects.  —  Ex. :  One  may  conquer  himself y  diJJicultieSf  enemies. 


LESSON   XXXVIII. 

LIB  AND  LAT. 

Lib  means  to  rest  or  recline. 
Lay  means  to  put  or  place. 


PAST    PARTICIPLE. 


1.  Lie  lay  lain  (with  have,  has,  had). 

2.  Lay  laid  laid  (with  have,  has,  had). 

(a)  Lie  or  lay  or  have  (has,  had)  lain  on  the  bed, 
on  the  floor,  on  the  table,  on  the  sofa,  on  the  stand,  on  the 
ground,  in  the  boat,  in  the  book,  on  the  shelf. 

(6)  Lay  or  laid,  or  have  (has  or  had)  laid  the 
book,  the  board,  the  paper,  the  magazine,  on  the  table,  on 
the  floor,  on  the  ground,  in  the  closet,  in  the  cupboard. 

76.  Construct  correct  sentences  from  the  above  according  to 
the  following  models :  — 

(a)  1.   The  books  lie  on  the  table. 

2.  The  dolls  lay  on  the  sofa  last  night. 

3.  The  dog  has  lain  on  the  ground. 

(b)  1.   I  now  lay  my  book  on  the  table. 

2.  They  laid  the  board  on  the  grass  yesterday. 

3.  John  Iiad  laid  the  magazine  on  the  floor. 


46  LANGUAGE    LESSONS. 

LESSON   XXXIX. 

LETTER    WRITING. 

LETTER  EXERCISE. 

To  THE  Teacher.  —  It  will  be  helpful,  in  fixing  the  form  of  the  letter, 
to  let  the  child  practice  for  a  while  on  blanks  like  that  below.  Only  one 
form  of  the  letter,  viz.,  that  for  letters  of  friendship,  should  be  taught  at 
this  stage.  The  date  may  be  written  on  the  second  line,  if  it  will  look 
better  there. 

BLANK    FORM    OF    LETTER. 

(Place.) 


?  • ? 

(Date.) 

(Salutation.)  j 

••••• ? 


(Letter.) 


(Close.)     , 


77.   Copy  this  blank  form,  and  then  make  it  several  times 
from  memory. 


LETTER    WRITING.  47 

7a   How  TO  Address  the  Envelope. 

1.  For  a  town  or  village :  — 


Stamp. 

2.  For  a  city:  — 


SUinp. 


48  LANGUAGE    LESSONS. 

Note.  —  People  in  towns  and  villages  usually  go  or  send  to 
the  post-office  for  their  mail,  so  that  it  is  not  necessary  to  indi- 
cate street  and  number  of  residence.  In  cities,  however,  post- 
men deliver  the  mail  at  the  homes  of  the  people.  Hence  write 
on  the  envelope  the  number  of  the  residence  and  the  name  of 
the  street  in  which  it  is  located. 

ABBREVIATIONS. 

79.  The  following  are  some  of  the  abbreviations  commonly 
used  in  letter  writing :  — 

;    1.   For  the  titles  of  persons,  — 

:  Mr.        for  Mister.  Mrs.  for  Mistress 

;  Messrs.    "    Gentlemen  Hon.    "  Honorable 

Pres.        "    President  Prof.    "  Professor 

Dr.  "    Doctor  Esq.     "  Esquire  (Lawyers) 

2.  For  streets,  avenues,  squares,  and  places,  — 

St.  for  Street  Ave.  for  Avenue 

Sq.    ''   Square  PI.       "   Place 

3.  For  months,  and  days  of  the  week,  — 

Jan.  Apr.  Oct. 

Feb.  Aug.  Nov. 

Mar.  Sept.  Dec. 


Mon.       Tues.      Wed.       Thurs.      Fri.       Sat.       Sun. 

4.   Counties,  places,  and  states,  — 

Co.      for  County  D.  C.  for  District  of  Columbia 


Ind. 

a 

Indiana 

Pa.       " 

Pennsylvania 

N.Y. 

(I 

New  York 

N.J.     " 

New  Jersey 

Ills. 

(I 

Illinois 

Mich.    " 

Michigan 

Colo. 

li 

Colorado 

Miss.    " 

Mississippi 

Mass. 

a 

Massachusetts 

Ga.       " 

Georgia 

Ky. 

a 

Kentucky 

Wis.     " 

Wisconsin 

LETTEIi    W  KITING.  49 

LETTERS. 

Denver,  Colo.,  May  4,  1897. 
Dear  Brother : 

We  have  just  had  a  letter  from  Uncle  William.  He 
says  that  he  will  visit  us  next  Sunday.  His  stay  will  be 
hut  short.  Still  he  does  not  want  to  leave  until  he  has 
stHMi  all  of  his  relatives.  We  therefore  desire  to  have  you 
visit  us  too,  and,  if  possible,  to  get  here  as  early  as  Sunday. 
Surely  the  permission  for  this  short  absence  from  your 
work  will  not  be  denied.  We  shall  take  much  pleasure 
in  the  thought  of  your  coming. 

Your  affectionate  brother, 

Stephen  Maxwell. 

80.  Answer  this   letter,   giving   reasons   why  you  cainiot 
accept  the  invitation. 

Ann  Arbor,  Mich.,  Dec.  1,  1897. 
Dear  Friend  Roy : 

Christmas   is  coming  soon,  and  I  want  to   make   a 

Noah's  Ark  for  my  little  brother,  Max.     Some  days  ago 

I  got  the  patterns,  but  I  am  not  skillful  enough  in  such 

work  to  get  along  without  help.     Now,  since  you  are  a 

great  artist  in  these  things,  won't  you  be  good  enough 

to  come  and  help  me  next  Saturday  ?     We  can  be  quite 

undisturbed  in  my  little  work-shop.     I  am  sure  you  will 

come  if  you  can.  Your  friend, 

„     ^  Walter  Bixby. 

Master  Rot  Dillon. 

81.  Write  a  similar  letter  about  a  blacking-box  outfit,  or  a 
piece  of  embroidery  for  father  or  mother. 

82.  Write  an  answer  consenting  to  do  what  is  asked. 

BK.   II  —  D 


50  LANGUAGE    LESSONS. 


LESSON   XL. 


83.  Mary  has  been  out  of  school  on  account  of  sickness, 
and  hears  that  during  her  absence  the  teacher  has  given  in- 
struction about  writing  letters.  Expression  of  regret  not  to 
have  heard  this.  Request  for  information  about  the  main 
points. 

84.  Answer :  Sorrow  for  sickness,  and  pleasure  in  comply- 
ing with  request.  1.  Purpose  of  the  letter.  2.  Parts :  Place 
and  date.  Salutation,  Body  of  Letter,  Conclusion,  Signature. 
3.  Other  matters:  Penmanship,  Margin,  Folding.  4.  Enve- 
lope, Address.  Expression  of  hope  that  Mary  may  soon  be  in 
school  again. 

85.  A  boy  describes  in  a  letter  his  first  ride  on  the  cars.  — 
The  depot,  what  is  done  and  said  there,  waiting-room,  pur- 
chase of  tickets,  arrival  of  train,  locomotive,  the  car^  the  con- 
ductor, arrival  and  departure  of  passengers,  ringing  of  the  bell, 
departure  of  the  train,  speed. 

86.  A  son  asks  his  parents  for  permission  to  extend  his  visit 
at  his  Uncle^s.  —  Time  for  the  close  of  the  visit  will  soon  arrive. 
Reasons  for  the  request :  Weather  very  fine.  Uncle  and  Aunt 
desire  a  longer  visit,  a  picnic  in  the  near  future.  Request  for 
an  extension  of  two  weeks.  Promise  to  make  up  lost  time  by 
extra  diligence. 

87.  A  friend  writes  a  letter  describing  a  fire.  —  Breaking  out 
of  the  fire,  rescue  of  goods,  destruction,  attempts  to  put  out  the 
fire,  the  flames  gain  ground,  cessation  of  attempts  to  save  the 
goods  and  to  extinguish  the  fire,  description  of  the  ruins. 

88.  Announcement  to  a  friend  of  the  illness  of  a  schoolmate. 
—  Cause  of  sickness,  the  doctor,  anxiety,  hope  for  recovery. 

89.  Request  to  a  friend  for  the  purchase  of  a  rose  bush.  — 
Reference  to  former  accommodations,  reasons  for  request, 
mother's  birthday,  no  nursery  or  green-house  in  the  place, 
willingness  to  accommodate  in  return. 


THE    MODIFICATION    OF   THE    VERB. 


51 


90.  Answer :  Purchase  of  rose  bush  (When  ?  From  whom  ?). 
lUish  sent,  hoi)e  that  it  may  please,  best  wishes  for  the  mother 
of  her  friend. 

91.  Invitation  to  a  party.  —  Reference  to  last  meeting 
(Where  ?  When  ?).  Desire  to  meet  friend  again.  Invitation 
to  the  party  (When?  Where?  Friends  to  be  present?). 
What  pleasures  are  expected.  Hope  for  acceptance  of  invi- 
tation. 


LESSON   XLI. 

THE  ADVENTURES   OF   ULYSSES. 

To  THE  Teacher.  —  These  outlines  follow  those  of  the  Trojan  War 
Stories  naturally,  and  will  prove  quite  as  interesting.  Appropriate 
extracts  from  Lamb's  "Adventures  of  Ulysses"  or  Butcher  and  Lang's 
translation  of  the  Odyssey,  should  be  read  with  each  outline. 

It  had  taken  the  Greeks  ten  years  to  capture  Troy,  so 
that  for  this  long  time  the  warriors  had  been  absent  from 
their  homes.  When 
the  stratagem  of  the 
Wooden  Horse  had  en- 
abled the  Greeks  to  de- 
stroy the  city  of  Troy, 
the  mind  of  Ulysses 
t  umed  longingly  to  his 
wife  and  son,  and  to  the 
island  of  Ithaca,  of  which  he  was  king.  In  a  short  time, 
lie  and  his  followers  set  sail  in  their  fleet  of  boats,  hoping 
t  o  reach  their  homes  after  a  short  and  prosperous  voyage. 
Many  years  were  to  pass,  however,  and  many  surprising 
adventures  were  to  be  experienced,  before  Ulysses  again 
^aw  his  kingdom  and  his  wife  and  son. 

92.   "Write  the  story  and  describe  the  boats. 


52 


LANGUAGE    LESSONS. 


LESSON   XLII. 


IN   THE   CYCLOPS'   CAVE. 

Ulysses  lands  at  strange  island.     Home  of  the  Cyclopes 
-enormous    giants   having    only  one    eye -in  middle  of 

forehead  -  and  living  in 
caves.  Did  nothing  but 
care  for  their  flocks. 
Ulysses  lands  with  twelve 
followers  and  explores  a 
huge  cave  -  home  of  a 
Cyclops  who  is  absent 
with  his  flock  of  sheep. 
(What  do  you  think  they 


found  in  the  cave  ?) 

They  took  a  goat 
skin  full  of  strong 
wine  as  present  to  the 
Cyclops.  The  giant  - 
name  Polyphe'mus  - 
returned  -  drove  in  the 
flock  and  blocked  the 
entrance  with  a  huge 
bowlder.      Built   fire  - 


,^^^^" 


discovered   the  visitors  -  asked 
whether  they  were  merchants  or  thieves.      Ulysses  an- 
swered :  "  We  are  travelers  under  the  protection  of  Jove." 
The  giant,  a  man-eater.     Devoured  two  of  the  men  - 
then  went  to  sleep.    Ulysses  thinks  to  slay  him  with  sword 


THE    MODIFICATION    OF    THE    VERB.  58 

-  but  remembers  the  bowlder  that  shuts  them  in.     Must 
devise  some  other  plan. 

93.   Write  the  story,  making  as  many  paragraphs  as  there 
are  in  the  outline. 


LESSON   XLIII. 

aiT  AMD  SET. 

Sit  means  to  rest,  to  take  a  seat. 
Set  means  to  put  or  place. 

PRESENT.  PAST.  PAST  PARTICIPLE. 

1.  Sit.  sat.  have  (ha.s  or  had)  sat. 

2.  Set.  set.  have  (has  or  had)  set. 

(a)  Sit,  sat,  or  have  (has  or  had)  sat  on  a  stool, 
in  or  on  a  chair,  on  the  sofa,  on  the  bed,  on  a  trunk,  on 
the  floor. 

(6)  Set,  set,  or  have  (has  or  had)  set  the  tub,  the 
plants,  the  pitcher,  the  chair,  the  basket,  on  the  ground, 
in  the  ground,  on  the  table,  in  the  cupboard,  about  the 
table,  on  the  floor. 

94.  Construct  correct  sentences  from  the  above  according  to 
the  following  models :  — 

(a)  1.   We  sit  on  chairs. 

2.  The  clerk  sat  on  a  stool. 

3.  The  boys  have  sat  on  the  sofa. 

(b)  1.    We  now  set  chairs  about  the  table. 

2.   They  set  the  plants  in  the  ground  yesterday. 
.'V    The  cook  has  set  the  pitcher  in  the  cupboard. 


54  LANGUAGE    LESSONS. 

LESSON   XLIV. 

THE    OBJECT    MAY    BE   A    PERSONAL    PRONOUxV. 
COMPLAINT  OF  THE  HAKE. 

Poor  me  !  What  shall  I  do?  Everywhere  death  threat- 
ens me.  Hunters  and  dogs  pursue  me,  and  foxes  chase 
me  through  the  woods.  In  my  flight,  hawks  seize  me. 
Nothing  gives  me  protection.  I  can  not  even  defend 
m3^self.  I  have  no  courage.  My  legs  alone  can  save  me. 
For  they  do  not  catch  me  so  easily  in  the  race.  But  what 
does  it  avail  me  ?  The  hunter's  shot  overtakes  me. 
Would  that  they  would  even  grant  me  an  honorable 
burial.  But,  alas  !  I  must  end  in  the  kitchen !  The 
cook  strips  off  my  skin.  Then  she  puts  me  in  the  oven 
and  bakes  me.     At  last  men  eat  me. 

95.  Select  the  pronouns  that  are  used  as  objects. 

96.  Imagine  several  hares  are  speaking. — Ex.:  Poor  us! 
What  shall  we  do  ? 

97.  Address  (a)  one  hare,  (b)  several  hares.  —  Ex. :  You  poor 
hare  !     You  poor  hares ! 

98.  Relate  the  complaint  (a)  of  one  hare,  (b)  of  several 
hares.  —  Ex. :  (a)  Poor  hare !  What  shall  she  do  ?  (b)  Poor 
hares !     What  shall  they  do  ? 

The  personal  pronouns  that  are  used  as  objects  are  me; 
you;  him,  her,  it;  us  and  them.  Those  used  as  subjects  are 
I,  we;  you;  he,  she,  it;  they.  Those  used  to  show  possession 
or  ownership  are  my  or  mine;  your  or  yours;  his;  her  or  hers; 
its;  their  or  theirs. 


THE    MODIFICATION   OF   THE    VERB. 


65 


LESSON   XLV. 

IN  THE  C¥CLOP8'  CAVE.  — BLINDING  THE  GIANT. 

In  the  morning  the  Cyclops  devoured  two  more  men  - 
drove  forth  his  flocks  to  the  pasture.  Ulysses  and  his 
men    sharpened    and  ^^^  ^ 

charred  one  end  of  a 
large  stake.  Cyclops  re- 
turned at  evening,  and 
as  before  ate  two  more 
men.  Wanted  to  know 
Ulysses*  name  -  reply  - 
called  NoMAN.  Ulysses 
offered    him    the   wine. 


Giant  became  drunk  - 
fell  asleep. 

Ulysses  and  his  fol- 
lowers thrust  the  sharp- 
ened end  of  the  stake 
in  the  fire  -  then  put 
out  the  huge  eye  of  the 
monster.  He  woke  - 
roared  with  pain  ~  sounded  like  claps  of  thunder.  Other 
Cyclopes  alarmed  -  inquired  cause  of  the  alarm.  Poly  phe'- 
mus  shouted  that  Noman  had  hurt  him,  Noman  had  killed 
him.  They  replied,  **  If  no  man  hath  hurt  thee,  then  the 
evil  is  from  the  hand  of  Heaven,  which  none  can  resist." 
99.   Write  the  story. 


56  LANGUAGE    LESSONS. 


LESSON   XLVI. 

THE     DIRECT     OBJECT    AND     THE    OBJECT     OF    THE     PREPOSITION 

to  OR  for  (expressed  or  understood). 

To  THE  Teacher.  —  It  is  not  deemed  expedient  at  this  stage  to  have 
the  children  try  to  distinguish  the  dative  or  indirect  object  from  the 
object  of  the  preposition  in  the  adjective  or  adverbial  phrase.  It  will  be 
well,  however,  for  them  to  be  able  in  all  cases  to  identify  the  direct 
object. 

TO    FIXD    THE    DIRECT    OBJECT    OF    THE    VERB. 

The  mother  gives  (beggar,  penny).  The  merchant 
shows  (customer,  goods).  The  teacher  relates  (pupils, 
story).  The  maid  gets  (child,  water).  The  postman 
brings  (gentleman,  letter).  The  parents  buy  (children, 
clothing).  The  polite  boy  shows  (stranger,  way).  Judas 
gave  (Lord,  kiss).     Ravens  brought  (Elijah,  food). 

100.  Write  the  sentences  so  that  the  direct  object  shall  be 
followed  by  a  phrase  introduced  by  to  or  for.  —  Ex. :  The 
mother  gives  a  penny  to  the  beggar.  Penny  is  the  direct 
object,  and  beggar  the  object  of  the  preposition  to.  The 
expression,  To  the  beggar,  is  called  a  phrase. 


LESSON   XLVII. 

IN  THE   CYCLOPS'  CAVE. -THE  ESCAPE. 

Giant  seats  himself  in  the  mouth  of  cave  -  thinks  to 
capture  the  men  as  they  try  to  escape.  Ulysses  too  cun- 
ning to  be  caught.  He  contrives  a  means  of  getting 
away.  Fastens  three  rams  together  side  by  side  with 
osier  twigs  from  the  Giant's  couch.      Then  ties  a  man 


THE    MODIFICATION    OF    THE    WAin. 


57 


under  the  middle  ram,  he   himself  being   last.     Wraps 
himself  fast  with  both  hands  in  the  wool. 

Poly  phe'mus  feels  the  backs  of  the  sheep,  but  does  not 
suspect  that  his  enemies  are  beneath  them.  Ulysses  and 
his  men  thus  escape  to 
their  ships,  taking  the 
sheep  with  them. 

Then  Ulysses  cried 
out  to  the  Cyclops: 
"  Cyclops,  thou  sliouldst 
not  have  so  much  abused 
thy  monstrous  strength 
as  to  devour  thy  guests. 
Jove  by  my  hand  pun- 

ishes  thee  for  thy  savage 
inhumanity"  -.  The 
Cyclops  came  forth  en- 
raged -  hurled  a  huge 
rock  at  the  ships  -.  It 
narrowly  missed  the  boat 
of  Ulysses,  falling  beyond 
it.  The  ship  was  borne 
backward  on  the  wave 
made  by  the  rock.  Then  cried  Ulysses :  "  Cyclops,  if  any 
ask  thee  who  put  out  thine  eye,  say  it  was  Ulysses,  son 
of  Laertes,  king  of  Ithaca,  and  master  of  cities."  The 
fleet  then  sjiiled  away  until  they  came  to  the  isle  where 
iE'olus,  the  ruler  of  the  winds,  reigned. 


101.    Write  the  story. 


58  LANGUAGE    LESSONS. 

LESSON   XLVIII. 

VERBS    WITH    SEVERAL    SIMILAR    OBJECTS. 
IN  THE   BARNYARD. 

Anna  feeds  the  chickens.     She  feeds  also  the  pigeons. 

—  The  chickens  eat  oats.  The  chickens  eat  barley.  — 
The  pigeons  pick  up  corn.  They  pick  up  crumbs  also.  — 
George  scatters  -  to  the  geese.  He  also  scatters  -  to  the 
geese.  —  Henry  feeds  the  horses  -.  He  feeds  them  - 
also.  —  Then  he  calls  the  -.     He  calls  also  the  -. 

102.  Unite  each  pair  of  sentences  into  a  single  sentence  am) 
underline  the  objects.  — Ex. :  Anna  feeds  the  chickens  and  th-? 
pigeons.  • 

What  does  the  tailor  use  ?  (thimble,  needle,  thread, 
goose)  What  does  the  cow  eat  ?  (clover,  straw,  grass, 
hay,  corn)  What  does  the  thief  steal  ?  (coat,  jacket, 
shoes,  money)  What  does  the  donkey  bear  ?  (rider,  load, 
wood,  sacks)  Whom  does  the  child  love  ?  (father, 
mother,  sister,  brother)  What  did  God  create  ?  (Heaven, 
land,  sea,  man)  What  does  the  baker  bake?  (bread, 
rolls,  pies,  cakes) 

103.  Answer  the  questions  in  full  sentences,  using  the 
words  in  parentheses  for  objects.  Observe  the  use  of  the 
comma.  —  Ex. :  The  tailor  uses  a  thimble,  a  needle  and  thread, 
and  a  goose. 

Son  obeys  -  father  -  mother  -  teacher.     Dress  pleases 

-  brother  -  sister  -  playmates.  Fox  catches  -  quails  - 
rabbits  -  geese.     Dogs  bark  at  -  wagon  -  horses  -  man. 


THE    MODIFICATION    OF    THE   VERB.  59 

Rain  benefits  -  woods  -  fields  -  meadows.     Storms  injure 
-  houses  -  ships  -  trees. 

104.   Unite  the  foregoing  groups  of  words  into  sentences.  — 
Ex. :  The  son  obeys  father,  motlier,  and  teacher. 


LESSON    XLIX. 

DRILL  EXERCISE    ON  LIKE  AND  A8. 

To  THE  Teacher.  —  Only  constant  drill  and  vigilance  will  prevent 
misuse  of  the  word  like. 

1.  Do  AS  I  do  (not  like  I  do). 

2.  I  wish  I  could  sing  as  you  do  (not  like  you  do). 

3.  Hold  your  pen  as  he  does  (not  like  he  does). 

1.  My  daughter  looks  like  me. 

2.  I  did  not  much  resemble  my  father,  but  1  am  be- 
coming like  HIM. 

3.  John  seems  like  a  good  boy. 

Caution.  —  Never  use  like  before  the  subject  of  a  sen- 
TENCK.  See  incorrect  forms  above.  Like  may  be  used  before 
the  objective  pronouns  me,  him,  her,  it,  them,  or  an  objective 
nuun. 

(a)  Look,  seem,  appear,  grow,  become  ;  (6)  do,  sing, 
play,  work. 

105.  Use  like  correctly  with  the  verbs  under  (a),  and  as  with 
those  under  (6),  employing  the  personal  pronouns.  See  models 
above. 


60 


LANGUAGE    LESSONS. 


LESSON   L. 


WITH   ^OLUS,   THE   RULEK  OF   WINDS. 

Ulysses  and  his  men  next  landed  at  the  isle  of  ^'olus, 
the  god  of  the  winds.  Were  kindly  received  -  stayed  a 
month  and  feasted.  Were  then  dismissed  with  many  pres- 
ents -  most  precious  was  an  ox-hide  bag  containing  all 

the  winds  except  the  west 
11  j   ,         wind.     This  was  to  w^aft 
them  home  to  Ithaca. 

Ulysses  hung  this  bag 
on  the  mast.  His  men 
thought  the  bag  must 
contain  gold  or  silver  - 
When  Ulysses  slept  they 
opened  it,  letting  out  all 
the  winds  -  Were  blown 
back  to  the  isle  of  ^olus.  The  king  indignant  -  Ulysses 
answered  :  "  My  men  have  done  this  ill  mischief  to  me  ; 
they  did  it  while  I  slept."  '^Wretch!"  said  ^olus, 
"  avaunt,  and  quit  our  shores  :  it  fits  not  us  to  help  men 
whom  the  gods  hate,  and  will  have  perish." 

106.    Write  the  story. 


LESSON  LL 

CORRECT    USE    OF    THE   PREPOSITION. 

To  THE  Teacher.  — Many  exercises  similar  to  the  following  may  be 
devised  to  secure  correct  use  of  prepositions.  The  most  essential  point 
is  to  see  that  the  meaning  of  an  expression  is  clearly  perceived.  It  may 
be  expedient  to  begin  with  such  broad  distinctions  as  are  found  between 
the  correct  expression  —  He  burst  into  the  house,  and  the  absurd  one, 
He  burst  in  the  house. 


USE  OF   THE    PREPOSITION.  61 

Run        play  speak        sing        dance 
into  the  house  at  the  man 

in  the  house  to  the  man 

to  school  for  the  man 

at  school  around  the  man 

107.  Use  each  of  the  verhs  with  as  many  of  the  phrases  as 
you  can  properly,  and  show  what  each  sentence  means.  —  Ex.  : 
Run  into  the  house  to  avoid  the  rain.  Children  like  to  run 
in  the  house  when  they  cannot  run  out  of  doors.  The  dog  ran 
at  the  man.  __ 

LESSON   LII. 

THE    PREPOSITION    AND    ITS   OBJECT. 

With the  bill  takes  the  place  of  teeth.     We  get 

our   bed   feathers   from  .      Oxen  defend  themselves 

with .    The  astronomers  busily  search  for .    The 

lightning  flashes  from .     The  swan  belongs  to . 

The  fox  caught  the  goose  with . 

loe.  Complete  the  sentences.  —  Ex.:  With  birds,  the  bill 
takes  the  place  of  teeth. 

The  driver  stands wagon.     Milk  comes cow. 

The  eagle  seizes  his  prey talons.     The  smoke  arises 

the  chimney.     The  fish  was  caught hook.     The 

first  word a  sentence  begins capital  letter. 

109.  Complete  the  sentences. 

110.  Find  pre|)ositions  in  your  Reader,  and  write  them, 
together  with  their  nouns. 

The  cat  slinks hedge.     The  servant  is  respectful 

employer.     A  tire  is  put  the  wheel.     David 


62 


LANGUAGE    LESSONS. 


fought 
enemy. 


Philistines.     The  brave  army  marched 


Farming  would  be  almost  impossible 
A  strong  wall  is  built the  house. 

111.   Write  the  sentences  in  full. 


horses. 


LESSON   LIII. 


THE  DISASTER  AT  TAMOS. 


The  ships  drove  along 
for  six  days  until  they 
came  to  the  island  of 
La'  mos,  where  dwelt  a 
race  of  giants.  .  Fleet 
entered  the  spacious 
harbor,  except  Ulysses, 
who  suspected  danger. 
Sent  two  men  to  learn 
about  the  people  -  were 

met  by  a  damsel  of  more  than   human   stature  -  going 

to  a  spring  for  water. 

They    asked    her    who 

dwelt    there.      No   an- 
swer -  led  them  to  her 

father's     house.       He 

was  a  king,  named  An'- 

ti  phas. 

The  damsel's  mother 

rushed  out,  calling  for 

Antiphas.      He  came  -  seized  one  man  -  the  other  fled. 

Antiphas  raised  a  mighty  shout  -  all  the  giants  came 


THE    MODIFICATION    OF    THE    VERB. 


63 


running  -  saw  the  fleet  -  sank  it  with  huge  rocks  and 
destroyed  the  sailors.  Only  Ulysses  and  the  men  in  his 
boat  were  left  of  all  the  cfallant  navy  that  had  set  sail 
with  him  from  Troy. 

112.  Write  the  story. 

■  01 

LESSON   LIV. 

IN  THE  PALACE   OF  CIRCE. -THE  MEN  CHANGED  TO  SWINE. 

Cir'ce  (sir 'see)  the  dreadful  daughter  of  the  Sun  was 
skilled  in  magic  -  she  had  hair  like  the  Sun.  Ulysses 
and  his  men  arrived  at 
her  island.  Dispute  as  to 
who  should  explore  it  - 
remembered  their  former 
experiences.  Men  di- 
vided into  two  compa- 
nies -  Ulysses  at  the  head 
of  one  party  -  Euryl'o- 
chus  at  the  head  of  the 
other. 

Cast  lots.  Lot  fell 
upon  Eurylochus  and  his  twenty-two  companions.  They 
approached  the  shining  castle  -  knocked  -  were  admitted 
and  fed  with  honey  mixed  with  wine  and  baneful  drugs 
of  enchantment.  Circe  touched  them  with  her  wand  - 
the  men  were  turned  to  swine,  but  retained  their  minds. 
Eurylochus,  who  had  stayed  without,  returned  distracted 
to  the  ship. 

113.  Write  the  story. 


64  LANGUAGE    LESSONS. 


Rules  and  Principles. 

1.  Tlie  direct  object  is  a  word  used  to  complete  the  meaning 
of  a  verb,  and  answers  the  question  what  f  or  wliom  1 — Ex.  : 
The  fox  catches  what  ?  The  fox  catches  rabbits.  The  fox  sees 
whom  ?    The  fox  sees  the  hunter. 

2.  A  verb  that  requires  a  direct  object  to  complete  its  mean- 
ing is  a  transitive  verb. 

3.  A  transitive  verb  may  show  what  a  thing  does,  or  what 
is  done  to  a  thing.  —  Ex. :  The  fox  catches  the  rabbit,  or  the 
rabbit  is  caught  by  the  fox. 

4.  The  word  like  must  not  be  used  for  as  in  the  comparison 
of  actions.  —  Ex. :  Do  as  I  do  (not  like  I  do). 

5.  A  preposition  is  a  word  showing  the  relation  of  one 
thing  to  another ;  for  example,  the  letter  may  lie  near,  upon, 

BY  the  side  of,  over,  UNDER,  BEHIND,  Or  BEFORE  the*  600A:. 

6.  A  preposition  is  followed  by  a  noun  or  pronoun,  called 
its  object.  —  Ex.:  Through  the  ineadow,  over  the /e?ice,  into 
the  road.     Come  with  me,  I  will  walk  beside  you. 

7.  The  preposition  and  its  object  form  a  phrase.  —  Ex. :  Let 
us  run  to  the  well,  draw  the  water  ivith  the  bucket,  and  drink 
from  the  cup. 


CHAPTER  V. 


THE  MODIFICATION  OF  THE  VERB. 

(Continued.) 

LESSON   LV. 

ADVERBS    OF   TIME,    PLACE,    AND    MANNER. 
IN  THE  WOODS. 

Yesterday  1  took  a  walk.  The  sun  shone  brightly. 
The  woods  were  near.  Thither  I  directed  my  steps. 
The  forest  was  quickly  reached.  The  coolness  soon  re- 
freshed me.  I  sat  down  and  listened  long  to  the  twitter 
of  the  birds.  Then  a  squirrel  barked,  and  a  timid  hare 
soon  ran  by.  Already  the  evening  star  began  to  twinkle. 
Unwillingly  I  departed  from  the  pleasant  spot.  I  arrived 
at  home  late. 

114.  Find  the  words  which  answer  the  questions  where? 
whither?  when?  how  long?  and  hoiv?  and  underline  them  in 
the  answers.  —  Ex. :  When  did  I  take  a  walk  ?  I  took  a  walk 
yestetxlay. 

115.  Instead  of  the  words  which  answer  the  questions 
where. ^  whither?  when?  and  how  long?  place  appropriate  nouns 
with  their  prepositions.  —  Ex. :  In  the  ajlemoon  I  took  a  walk. 
By  this  time  the  evening  star  began  to  twinkle. 

BK.  II  —  K  66 


66 


LANGUAGE    LESSONS. 


LESSON   LVI. 


DESCRIPTION  FROM  OUTLINE. 


THE   OSTRICH. 


■^"■^Ui 


116.  1.  Runner;  giant  among 
birds.  2.  Height  of  a  rider  on 
horseback ;  plumage ;  wings  ;  tail 
feathers;  head;  eyes;  ears;  bill; 
neck;  breast;  wings';  legs;  can 
not  fly;  can  run  rapidly  -  faster 
3.   Deserts     of 


'^jjMu^  than    a    horse. 

Africa;  in  herds;  sixteen  to 
.eighteen  eggs.  4.  Grains;  grass;  herbs;  also  sand,  stones. 
5.  Beautiful  plumage;  eggs  for  food;  one  equal  to  twenty- 
four  hen's-eggs  ;  flesh ;  for  riding. 


LESSON   LVIL 


IN   CIRCE'S   PALACE.— RELEASE   OF   THE   MEN. 

Ulysses    then    started 
out  alone   to   rescue   his 
unfortunate    companions 
-  met  by  the  god  Mer-  J 
cury,  who   tried   to   dis-  Oj 
suade  him  from  going  - 
in   vain.     Mercury  then 
gave  him   a  white   blos- 
som of  the  plant  mo'l}^  a 
sure    protection    against 
charms,  blights,  mildews,  and  damps.     Told  Ulysses  to 
hold  the  flower  in  his  hand,  and  when  Circe  sought  to 


THE    MODIFICATION    OF    THK    VERB. 


67 


eliange  him  into  a  beast,  to  rusli  upon  her  and  demand  the 
release  of  tlie  men,  and  security  against  all  enchantment. 

He  did  so  -  men  were 
released  -  and  Ulysses 
and  all  his  companions 
treated  with  great  kind- 
ness for  a  year. 

Contrary  to  Circe's  de- 
sire, they  then  departed, 
after  a  visit  by  Ulysses  to 
the  kingdom  of  the  dead, 
where  he  heard  the  fol- 
lowing prophecy :  "  Woe 
to  Ulysses — tvoe,  woe,  and  many  sufferings  —  through  the 
anger  of  Neptune  for  putting  out  the  eye  of  Pol  y  phe'mus. 
Yet  there  was  safety  after  suffering,  if  they  could  abstain 
from  killing  the  oxen  of  the  Sun  after  they  hinded  in  the 
Triangular  Island.  For  Ulysses,  the  gods  had  destined 
him  to  become  a  beggar,  and  to  perish  by  his  own  guests, 
unless  he  slew  those  who  knew  him  not." 

117.   Write  the  story. 


LESSON    LVIII. 


When  do  the  lazy  want  to  work?  When  does  the  sun 
rise?  When  does  it  set  in  summer?  How  long  does  it 
shine  in  the  sky  ?  How  often  does  the  pupil  go  to  school  ? 
Where  is  the  top  of  the  tree?  Where  do  the  roots  spread 
themselves  out  ?  Where  is  the  title  of  the  book  ?  Whither 
rises  the  smoke  ?  How  does  the  dove  coo  ?  How  do  cat 
and  dorr  acrree  ?     How  does  fhi'  «*xpn*ss  train  run'.' 


68 


LANGUAGE    LESSONS. 


118.  Answer  the  foregoing  with  (a)  single  words,  (b)  with 
phrases  wherever  this  can  be  done.  —  Ex.:  The  lazy  never 
want  to  work.     At  no  time  do  the  lazy  want  to  work. 


LESSON   LIX. 


THE    SONG    OF    THE    SIRENS. 

Circe  warned  Ulysses  of  his  danger  from  the  Sirens, 

and  from  Scyl'la  and 
Cha-ryb'dis,  and  told  him 
of  his  destruction  should 
he  kill  the  oxen  of  the 
Sun.  She  said  :  ''  The 
Sirens  are  sisters  three 
that  sit  in  a  mead  (by 
which  your  ship  must 
pass)  circled  with  dead 
men's  bones.     These  are 

the  bones  of  men  whom  they  have  lured  to  destruction  by 

their  songs  and  words." 
Circe  told  Ulysses  that 

he  must  stop  the  ears  of 

his  sailors  and  have  them 

bind    him    to    the    mast, 

with  orders  not  to  release 

him.      This     was    done. 

When  Ulysses  heard  the 

music  of   the    Sirens,  he 

sought  to  break  his  bonds 

-  he  implored  his  men  to  release  him,  weeping,  threaten- 


THE    MODIFICATION    OF    THE    VERB.  69 

ing,  and  commanding.  They  only  bound  him  the  tighter, 
and  rowed  the  harder  until  the  Sirens  had  been  passed 
and  the  danger  was  over. 

119.  Write  the  story. 

■  01 

LESSON    LX. 

SENTENCE  EXERCISE. 
FROM  THli:   LIF£  OF  ANIMALS. 

Where  does  the  herring  live?  Where  does  the  eagle 
build  her  nest?  Where  does  the  mole  find  his  food? 
When  does  the  snail  creep  ?  Whither  flies  the  swallow 
in  autumn?  Where  do  the  snakes  creep  at  this  time? 
Whither  mounts  the  trilling  lark?  Whither  flees  the 
badger?  Whence  come  the  beetles?  Whence  come  the 
birds  ? 

120.  Answer  the  questions,  and  underline  the  adverbial 
phrases.  —  Ex. :  The  herring  lives  in  the  sea. 

Rules  and  Principles. 

1.  Words  which  modify  verbs  by  showing  the  time,  place, 
or  manner  of  an  action  are  called  adverbs  of  time,  place,  or 
manner. 

2.  The  adverb  of  place  answers  the  questions  where  f 
irhither  f  (to  what  place),  whence  f  (from  what  place).  —  Ex. : 
The  bird  sits  upon  the  tree.  The  bird  flies  to  the  tree.  The 
bird  falls  from  the  tree. 

3.  The  abverb  of  time  answers  the  questions  when  f  how 
long  7  how  often  f  —  Ex. :  Thunder-storms  come  in  summer. 
Many  thunder-storms  last  for  hours.     It  lightens  often. 

4.  The  adverb  of  manner  answers  the  question  how  f  —  Ex.  : 
Solomon  ruled  wisely. 


70 


LANGUAGE    LESSONS. 


LESSON   LXI. 


SCYLLA  AND   CHAKYBDIS. 


Circe  told  Ulysses  he  must  pass  between  two  rocks  so 
dangerous  that  only  the  ship  Argo,  bearing  the  Golden 

Fleece,  had  ever  passed 
in  safety.  "  In  a  whirl- 
pool at  the  foot  of  the 
larger  rock,  Avith  her  six 
long  necks  the  monster 
Scylla  shrouds  her  face. 
Thence  she  peers,  and 
dives  to  suck  up  fish, 
dolphins,  whales,  whole 
ships  and  their  men. 
''  By  the  smaller  rock 
sits  the  dreadful  Charybdis,  supping  the  black  deeps. 
Thrice  a  day  she  drinks  her  pits  dry,  and  thrice  a  day  she 
belches  them  all  up ;  but,"  continued  Circe,  "  when  she  is 
drinking,  come  not  nigh,  for,  being  once  caught,  the  force 
of  Neptune  himself  cannot  redeem  you  from  her  swallow." 
Not  a  hundred  leagues  from  the  place  of  the  Sirens, 
Ulysses  came  upon  Scylla  and  Charybdis.  They  heard 
the  barking  of  Scylla's  dogs,  which  surrounded  her  waist. 
Ulysses  encouraged  his  men,  who  took  the  oars.  Watch- 
ing an  opportunity,  they  avoided  Charybdis  by  passing 
Scylla.  She  put  oat  her  long  necks  and  seized  six  men, 
dragging  them  overboard.  Though  greatly  terrified,  the 
rest  passed  in  safety,  and  steered  the  ship  for  the  Trian- 
gular Island. 

121.   Write  the  story. 


THE    MODIFICATION    OF    THE    VERB. 


71 


LESSON    LXII. 

THE  OXEN  OF  THE  SUN. 

Reaching  the  shores  of  the  Triangiihir  Island,  tht  v 
himled  and  beheld  the 
surpassing  size  and 
beauty  of  the  oxen  of 
tlie  Sun.  Ulysses  remem- 
bered the  warning  from 
the  kingdom  of  the  dead 
—  "  Yet  there  was  safety 
after  suffering,  if  they 
could  abstain  from  kill- 
ing the  oxen  of  the  Sun." 
Ulysses  feared  to  land, 
yet  the  others  insisted  upon  doing  so.  Contrary  winds 
detained   them   a   month,  until  all   the   food  was  gone. 

Then  while  Ulysses 
slept,  the  men  slaugh- 
tered seven  of  the  fair- 
est oxen,  and  began 
their  feast. 

Ulysses  was  terrified, 

and    at    once    set    sail. 

In  a  short  time  a  storm 

arose.    The  sailors  were, 

one   by  one,  struck   by 

lightning,  and    the    ship    destroyed.      Ulysses   survived 

by  tying  himself  to  a  mast,  where  he  floated  for  nine  days. 

The  tenth  cast  him  upon  the  shores  of  a  friendly  island. 

122.    Write  the  story. 


72 


LANGUAGE    LESSONS. 


LESSON    LXIII. 

AT   THE   COURT  OF   KING   ALCINOUS. 

After  landing  on  the  Island  of  Calypso,  a  goddess  who 

offered  him  immortality 
if  he  would  stay  with 
her  always,  Ulysses, 
with  her  aid,  built  a 
boat  and  set  sail  again 
for  Ithaca.  A  second 
time  he  was  shipwrecked 
and  cast  naked  and  for- 
lorn upon  a  strange 
island. 
The  king's  daughter,  Nau  sic'  a  a,  discovered  him,  gave 

him  clothing,  and  guided  him  to  her  father's  palace.     Here 

he    was    kindly    enter- 


tained with  song  and 
feast  and  manly  sports, 
in  which  he  joined,  sur- 
passing all  the  others 
in  strength  and  skill. 

At  length  he  told  the 
king  his  name,  and  his 
desire  to  go  to  Ithaca. 
King  Al  cin'o  us  fitted 
out  a  ship  for  his  noble  guest  and  had  him  landed  upon 
his  native  shore,  with  many  presents. 


123.    Write  the  story. 


THE    MODIFICATION    OF    THE    VERB. 


73 


LESSON    LXIV. 


VLTSSKS  AT  ITHACA. 

Ulysses  was  asleep  when  the  sailors  took  him  ashore  - 
awoke  -  did  not  recognize  his  native  land  -  Minerva 
appeared  to  him  -  re- 
moved the  clouds  from 
his  eyes,  so  that  he  knew 
everything.  Told  him 
he  must  be  disguised  - 
changed  him  to  the  like- 
ness of  a  beggar.  Told 
him  to  go  to  Eumae'us, 
his  old  herdsman,  who 
entertained  him  kindly. 

Then  came  the  son  of 
Ulysses,  the  young  Telem'achus,  whom  his  father  had 
lifted  out  of  the  furrow  on  the  seaside  ere  he  went  to 
Troy  twenty  years  before.  Minerva  appeared  again  - 
transformed  Ulysses  into  his  true  likeness,  so  that  his 
son  should  know  who  he  was. 

The  palace  of  the  king  was  filled  with  wicked  men, 
who  were  determined  that  Penelope,  the  wife  of  Ulysses, 
should  wed  one  of  them.  She  put  them  off  till  she  should 
finish  a  web  wliich  she  wove  by  day  and  unraveled  by 
night.  Meantime  the  wicked  suitors  wasted  the  substance 
of  the  king  by  riotous  feasting  and  drinking. 

124.    Write  the  story. 


74 


LANGUAGE    LESSONS. 


LESSON   LXV. 


DESTRUCTION  OF  THE   SUITORS. 


Ulysses  remembered  the  last  part  of  the  prophecy  from 

the  kmgdom  of  the 
dead,  which  was  :  "  For 
Ulysses,  the  gods  had 
destined  him  from  a 
king  to  become  a 
beggar,  and  to  perish 
by  his  own  guests,  un- 
less he  slew  those  who 
knew  him  not."  So 
Ulysses  and  his  son  planned  to  slay  all  the  wicted  men 
at  their  banquet. 

Telemachus  gathered  the  arms  to  a  convenient  place, 
and  brought  to  his  father  his  long  disused  strong  bow 
and  a  quiver  of  arrows.  The  bow  was  so  stiff  that  no 
man  but  Ulysses  could  bend  it.  With  the  aid  of  the 
goddess  Minerva,  Ulysses  and  his  son  succeeded  in  de- 
stroying all  their  enemies.  Ulysses  then  revealed  himself 
to  his  faithful  wife  Penelope. 


125.    Write  the  story. 


Part   II 


CHAPTER    I. 


THE  SIMPLE  SENTENCE. 


LESSON    I. 

THE   SUBJECT. 
THE   SUBJECT    MAY    BE    OXK    OF    A    VARIETY    OF    WORDS. 

Order  assists  housekeeping.  Honesty  is  the  best  policy. 
Borrowing  brings  sorrowing.  Omittance  is  no  quittance. 
Kicli  and  poor  must  mingle  in  life.  Thou  shalt  love  thy 
neighbor.  All  should  yield  to  proper  authority.  Nobody 
can  serve  two  masters.  Each  is  the  architect  of  his  own 
fortune.  One  does  not  believe  a  liar.  Who  comes  ? 
Everything  has  its  time.  The  first  shall  be  last.  Many 
are  called,  but  few  are  chosen.  Out  of  nothing,  nothing 
comes.  Once  is  not  always.  Three  is  the  magic  numl>er. 
Like  seeks  like.  One  to-day  is  better  than  two  to-mor- 
rows. It  rains.  Mine  is  not  thine.  Salt  and  bread  make 
the  cheeks  red. 

1.  Inquire  for  the  subject  of  each  sentence  and  decide 
whether  it  would  usually  be  called  a  noun,  a  pronoun,  an 
adjective,  a  numeral,  or  an  adverb.  —  Ex.  :  The  subjects, 
onef  firtty  manyj  oncey  are  usually  numerals. 

77 


78  LANGUAGE    LESSONS. 

LESSON   II. 

THE   PREDICATE. 

Man  proposes,  God  disposes.  Rome  was  not  built  in  a 
day.  The  contented  are  rich.  All  beginning  is  difficult. 
To  err  is  human.  God  is  a  spirit.  Laziness  is  theft. 
Saving  is  earning.  Well  begun  is  half  done.  Rest  is 
sweet.  The  spendthrift  becomes  a  beggar.  The  mother 
is  in  trouble.  Nature  is  in  slumber.  The  people  were  in 
tumult.  Children  become  men  and  women.  A  large  fire 
grows  from  a  little  spark.     The  wood  becomes  a  temple. 

2.  Copy  these  sentences  and  underline  the  predicates. — 
Ex. :  Man  proposes. 

3.  Classify  the  foregoing  predicates  into  four  groups  as  fol- 
lows :  — 

(a)  Those  that  show  what  persons  (or  things)  do.  — Ex. :  Man 

proposes. 
(h)  Those  that  show  what  is  (was  or  will  be)  done  (or  not  done) 

to  things.  —  Ex. :  Rome  icas  not  built  in  a  day. 

(c)  Those  that  show  the  qualities  or  conditions  of  things. — 

Ex. :  Rest  is  sweet. 

(d)  Those  that  show  what  things  are  (or  become).  — Ex. :  God 

is  a  spirit.    The  wood  becomes  a  temple. 


LESSON   III. 

COMPOSITION    EXERCISES. 

To  THE  Teacher. — Composition  exercises  proper  are  introduced  at 
various  points  in  each  chapter.  Their  special  purpose  can  always  be 
inferred  from  their  general  aspect.  Thus,  in  this  lesson  they  are  designed 
to  give  tlu"  pupils  facility  in  both  the  literal  and  the  figurative  use  of  words. 


THE    SIMPLE    SENTENCE.  79 

They  may  be  recited  orally  or  In  writing.  It  is  always  well  to  precede 
the  written  exercise  by  an  oral  one,  both  to  arouse  interest  and  to  see 
that  the  pupils  have  the  right  idea  of  the  lesson. 

LITERAL    AND    FIGURATIVE    USE    OF    WORDS. 

1.  Day  is  almost  spent.  2.  Time  has  wings.  3.  The 
lazy  fold  their  hands  in  their  laps.  4.  This  man  carries 
his  head  high.  5.  Do  not  try  to  throw  dust  into  my  eyes. 
6.  Where  there  is  so  much  smoke  there  must  be  a  little 
fire.  7.  Gold  grows  to  the  heart  of  the  miser.  8.  Do 
not  let  the  grass  grow  under  your  feet.  9.  The  criminal 
casts  all  scruples  to  the  wind.  10.  One  must  not  stop 
half  way.  11.  The  spendthrift  has  come  to  the  beggar's 
staff.  12.  In  the  springtime  of  life  is  the  best  time  to 
learn.  13.  The  brother  and  sister  behave  like  cat  and 
dog.     14.  Don't  talk  to  the  wind. 

4.  Explain  these  figurative  expressions.  —  Ex.:  Time  has 
wings;  i.e.,  Time  passes  rapidly. 

SPRING. 

To  THE  Teacher.  —  Each  of  these  exercises  is  capable  of  considerable 
expansion.  Thus  a  number  of  figurative  expressions  may  be  found  for 
mcakea,  steps  in,  laughs,  etc. 

The  earth  tiwakes.  Spring  steps  in.  All  nature  puts 
on  a  new  garb.  The  forest  songsters  sing  a  jubilee.  The 
fields  laugh.  The  rivulets  murmur.  The  tree  tops 
whisper.  The  sun  looks  kindly  down  upon  tlie  earth. 
The  whole  earth  is  a  blooming  garden. 

5.  Exchange  these  figurative  expressions  for  others.  —  Ex. : 
The  earth  shakes  off  her  winter  gannents. 

6.  Change  a  few  of  your  reading  lessons  by  supplying 
equivalent  expressions  for  some  of  those  given. 


80  LANGUAGE    LESSONS. 

LESSON   IV. 

COMPOSITION    EXERCISES. 
LITERAL    AND    FIGURATIVE    USE    OF    WORDS. 

Brave,  timid,  hungry,  busy,  patient,  comical,  fierce, 
stupid,  poor,  cold,  dumb,  shy,  sly.  (Ox,  lion,  monkey, 
bear,  hare,  wolf,  bee,  tiger,  owl,  oyster,  fox,  crow,  clam, 
church  mouse.) 

7.  Apply  these  adjectives  to  people,  and  make  comparisons 
with  animals.  —  Ex. :  The  soldiers  were  as  brave  as  lions. 

Waver,  sing,  bloom,  growl,  steal,  tremble,  slink,  fade 
away. 

8.  Apply  the  wor.ds  expressing  states  and  actions  to  men, 
and  make  comparisons  with  living  beings  or  with  lifeless 
objects.  —  Ex. :  The  undecided  waver  like  a  reed  in  the  wind. 

Sharp  knife,  sharp  tongue. ,  Clear  understanding,  clear 
water.  Wood,  heart  -  hard.  Drink,  word  -  sweet. 
Speech,  root  -  bitter.  Color,  deed  -  black.  Head,  purse 
-  empty.  Child,  moon  -  bright.  Foot  of  the  child,  of 
the  mountain.  Crown  of  the  tree,  of  the  king.  Bloom 
of  youth,  of  the  plant.  Wings  of  the  swallow,  of  the 
morning.  The  path  of  virtue,  through  the  woods.  The 
source  of  the  river,  of  joy.  The  school  of  suffering,  of 
the  village. 

9.  Write  in  a  list  (a)  those  expressions  that  are  literal, 
(b)  those  that  are  figurative.  —  Ex. :  Literal,  sharp  knife,  hard 
wood ;  figurative,  sharp  tongue,  bloom  of  youth. 

10.  Employ  the  figurative  expressions  in  sentences.  —  Ex.  : 
The  slanderer  has  a  sharp  tongue. 


IHK    SlMl'LK    SKKTENCE.  81 

LESSON    V. 

COMPOSITION   EXERCISES. 
FIGURATIVE    LANGUAGE. 

What  flower  is  the  symbol  of  modesty?  of  purity? 
What  tree  is  the  symbol  of  strength  ?  of  grief?  of  peace  ? 
What  animal  is  a  symbol  of  cunning?  of  patience?  of 
diligence  ?  of  courage  ?  of  gravity  ?  What  season  may 
be  compared  to  childhood  ?  to  early  manhood  ?  to  later 
manhood  ?    to  old  age  ? 

11.  Answer  the  questions,  and  give  a  reason  for  your  deci- 
sion. —  Ex. :  The  violet  is  the  symbol  of  modesty,  because . 

1.  At  Trenton  the  British  quickly  surrendered.  2.  The 
soldier  died  young.  3.  In  winter  creeks  and  ponds 
quickly  freeze.  4.  The  time  of  youth  is  very  short. 
5.  We  are  under  God's  protection.  6.  The  moon  rises. 
7.  Many  stars  shine  in  the  heavens.  8.  Gossips  can  keep 
no  secrets.  9.  Man  is  superior  to  all  other  creatures  of 
the  earth. 

12.  Rewrite  these  sentences,  using  figurative  language  to 
express  the  thought.  —  Ex.^  The  soldier  died  in  the  flower 
of  his  life,  in  the  summer  of  life,  in  the  morning  of  his 
existence,  etc. 

LESSON   VL 

TENSE. 

To  THE  Teacher. — Tense  ideas  are  very  simple,  and  if  the  chil- 
dren have  studied  No.  1,  they  will  meet  with  no  seriou.s  difficulties 
here.  If  they  have  not,  a  word  of  instruction  upon  any  doubtful  point 
will  make  everything  clear.  Thus,  in  direction  18,  if  any  child  does  not 
know  what  is  meant  by  "pa-ssive  voice,"  explain  that  it  weans  the  form 
of  the  verb  which  shows  what  is  dune  to  a  thing. 
BK.  II  —  r 


82  LANGUAGE    LESSONS. 

The  Time  of  ax  Action  —  the  Past. 

fidelity  rewarded. 

In  the  year  1140,  the  Emperor  Conrad  besieged  the 
town  of  Weinsberg.  The  inhabitants  defended  their  city 
with  great  braver3^  In  vain  did  the  Emperor  demand  a 
surrender.  Then  he  grew  very  angry  and  threatened  to 
put  all  the  male  inhabitants  to  the  sword.  But  this  did  no 
good,  for  the  brave  citizens  continued  to  fight  sturdily. 
At  last  their  strength  gave  out.  They  then  opened  the 
gates  and  prayed  for  mercy.  The  Emperor  was  very  stern 
Avith  them  and  reminded  them  of  his  threat.  Sadly  the 
messengers  returned  to  the  town.  Finally,  a  long  train 
of  women  marched  into  the  camp  of  the  Emperor  and 
begged  to  be  spared.  The  Emperor  listened  kindly  to 
the  petition  of  the  women,  and  gave  them  and  their  chil- 
dren permission  to  withdraw  from  the  city.  He  also 
allowed  them  to  take  with  them  whatever  they  loved 
best.  The  women  thanked  him  for  his  mercy,  and 
hastened  home  joyously.  Soon  they  came  staggering 
along  by  the  camp  with  the  men  on  their  backs.  At  first 
the  Emperor  was  angry  at  their  stratagem,  and  said,  "  It 
was  not  meant  that  you  should  do  this."  But  soon  he 
laughed  heartily,  and  spared  the  whole  city  for  the  sake 
of  the  faithful  women. 

13.  Select  the  verbs,  and  give  the  first  or  simplest  form  of 
each.  —  Ex. :  Besieged,  besiege. 

14.  Tell  the  story  as  if  the  events  were  occurring  now. 
Put  the  verbs  in  the  present  tense.  —  Ex.:  The  Emperor 
now  besieges  the  town  of  Weinsberg. 


THE    SIMPLE    SENTENCE.  88 

LESSON  VII. 
The  Present  and  the  Past. 
the  giant  maid's  tot. 

A  father  is  journeying  through  a  foreign  country  with 
his  sou.  They  come  to  a  mountainous  region,  where  the 
son  sees  a  ruin  upon  a  high  hill.  He  questions  his  father 
about  the  meaning  of  the  ruin,  and  his  father  tells  him 
tiie  following  story  :  — 

Long,  long  ago  a  knight's  castle  stood  upon  this  spot, 
riie  knights  were  giants.  One  day  one  of  the  young 
giant  maidens  descended  into  the  valley.  There  she  saw 
a  farmer  plowing  his  field.  She  went  immediately  and 
gathered  up  the  farmer,  plow,  horses,  and  all,  and  put 
them  into  her  apron.  Then  she  tripped  gaily  home  again 
with  her  playthings  and  entered  her  father's  castle.  The 
father  looked  grave,  and  said  earnestly,  '*  What  mischief 
have  you  been  doing  I  You  have  taken  a  useful  being 
for  a  plaything.  Take  him  back  at  once  where  you  found 
him."  The  child  looked  regretfully  into  her  apron,  but 
she  carried  the  man  and  liis  horses  and  his  plow  all  back 
to  the  field  where  she  found  them. 

15.  Select  the  verbs  that  are  in  the  present,  and  those  that 
are  in  the  past  tense.     Write  the  story  from  memory. 

Note. — Verbs  in  the  present  tense  express  what  is  occurring 
now ;  those  in  the  past  tense  show  what  has  already  occurred. 

Drink,  sink,  jump,  break,  speak,  help,  ask,  lie,  come, 
read,  eat,  run,  call,  hold,  catch,  sleep,  fall,  grow,  make, 
give,  see,  tread,  fly,  weigh,  bend,  smell,  draw,  flee,  weave, 
flow,  pour,  ride,  suffer,  cut,  tear,  bite,  scream,  seem,  climb. 


84  LANGUAGE    LESSONS. 

16.  Make  oral  sentences  containing  the  foregoing  verbs, 
placing  them  first  in  the  present  and  then  in  the  past.  —  Ex. : 
I  drink  a  glass  of  cold  water.  I  drank  a  glass  of  cold  water 
last  night. 

Know,  name,  run,  think,  bring,  go,  do. 

17.  Put  these  verbs  into  sentences,  (a)  in  the  past,  (h)  in  the 
present  perfect.  The  present  perfect  uses  have  ;  as,  /  have 
known. 

STORY  OF  JOSEPH. 

Joseph  preferred,  gift  presented,  envied,  seized,  cast 
into  pit,  lifted  out,  sold,  carried  to  Egypt,  imprisoned, 
called  to  Pharaoh,  made  ruler,  highly  honored. 

18.  Form  sentences  with  the  foregoing  verbs,  putting  them 
in  the  passive  voice,  or  the  form  that  shows  what  is,  was,  or  will 
be  done.  Put  the  verbs  (a)  in  the  present  tense,  (b)  in  the 
past  tense.  —  Ex. :  Joseph  is  ^yref erred  by  his  father.  Joseph 
was  preferred  by  his  father. 


LESSON   VIII. 

The  Past  Perfect  Texse  {had). 

WHAT   PRECEDED   THE   DISCOVERY  OF  GLASS. 

1.  The  Phoenicians  had  landed  on  the  coast  of  Pales- 
tine. 2.  They  had  looked  about  for  stones.  3.  But 
none  were  to  be  found  in  that  sandy  neighborhood. 
4.  They  had  therefore  brought  blocks  of  saltpeter  from 
the  boats.  5.  The  kettles  had  been  set  upon  these 
blocks.  6.  Underneath,  a  blazing  fire  had  been  lighted. 
7.  The  supper  had  been  quickly  cooked.  8.  The  men 
had  eaten  their  hearty  meal.     9.    But  in  the  meantime 


THE    Sl^lPLE    SENTENCE.  85 

sometliing  unexpected  had  happened.  10.  The  heat  had 
melted  the  blocks  of  saltpeter.  11.  The  firewood  had 
burned  to  ashes.  12.  The  glowing  siind  had  mixed  with 
the  ashes  and  the  saltpeter.  13.  Out  of  this  mixture  a 
transparent  mass  had  been  formed. 

19.  Change  the  verbs  in  the  foregoing  sentences,  («)  to  the 
past  tense,  (b)  to  the  present  perfect  tense  (have).  —  Ex.  : 
The  l*h(jenicians  landed  on  the  coast  of  Palestine.  The 
Phceniciaus  have  landed,  etc. 


LESSON   IX. 
Present  Perfect  Tense  {have  or  has). 

To  THK  Teaciikr.  —  It  Ls  helpful  to  refer  frequently  to  the  Rules  and 
Trinciple.s  (on  p.  88  in  this  chapter)  even  before  they  are  reached  in  the 
clas.s  work. 

1.  When  it  /<a«  rained^  nature  is  refreshed.  "1.  When 
the  sun  lias  arisen,  people  awake.  3.  After  tlie  tliief  has 
been  punished,  he  is  .set  free.  4.  Swallows  return  -  build 
nests.  5.  Autumn  begins  -  birds  leave  us.  G.  Christ- 
mas past  -  New  Year's  day  soon  comes.  7.  Winter 
liegins  -  days  lengthen.  S.  Wheat  blooms  -  grain  forms. 
I>.  First  full  moon  in  spring  -  Ka.ster  comes.  10.  Cater- 
piUar  into  chrysalis  change  -  eats  nothing  more. 
11.  Lightning-rod  invented  -  houses  protected  from 
lightning.       12.   .America     discovered  Indians     driven 

westward. 

20.  Form  sentences  like  the  first  three  of  this  exercise,  which 
contain  the  present  perfect,  and  the  present  tenses.  Sentences 
11  and  12  may  begin  with  since. 


86  LANGUAGE    LESSONS. 

LESSON   X. 

The  Future  Perfect  (shall  or  will  have). 

IN    THE    MORNING. 

When  the  laborer  has  begun  his  day's  work,  the  follow- 
ing will  have  occurred:  1.  The  darkness  of  night  will 
have  passed  away.  2.  The  morning  red  will  have  an- 
nounced the  break  of  day.  3.  The  mists  will  have  been 
driven  off  by  the  fresh  morning  breeze.  4.  Search  for 
hiding  places  by  bats  and  owls.  5.  Spreading  of  the 
light  by  the  first  rays  of  the  sun.  6.  Resounding  of  gay 
songs  by  the  feathered  songsters.  7.  Arising  from  the 
bed  and  enjoyment  of  breakfast  by  the  people. 

21.  Form  sentences  similar  to  the  first  three. 

22.  Conjugate  the  first  three  verbs.     (See  Lesson  XL) 

IN    MAY. 

When  May  has  arrived,  the  following  will  have  oc- 
curred: 1.  The  winter  will  have  departed.  2.  The  song 
birds  will  have  returned.  3.  The  swallow  Avill  have 
been  welcomed.  4.  Woods  will  have  leaved  out  anew. 
5.  Farmer  sow  grain.  6.  Gardener  set  out  plants. 
7.  Children  seek  flowers.  8.  Violets  cease  to  bloom. 
9.  Buds  burst  upon  the  fruit  trees.  10.  The  bats  come 
forth.  11.  The  first  beetles  will  come  out  of  the  earth. 
12.  The  grapevines  will  be  trimmed.  13.  The  arbors 
Avill  be  repaired. 

23.  Form  sentences  Avith  the  verbs  in  the  future  perfect 
tense,  as  in  1,  2,  and  3. 

24.  Conjugate  a  few  of  the  foregoing  verbs  according  to 
the  plan  given  in  the  next  lesson. 


THE    SIMPLE    SENTENCE. 


87 


LESSON 

XI. 

MODEL   FOR   CONJUGATION. 

THE   ACTIVE   FORMS 

I. 

II. 

in. 

PRESBirr. 

1 ^ 

PAST. 
I X 

we 

you told. 

they 

he  (she  or  it)/ 

FUTURE. 
I ^ 

we 1 

we .    ,, 

they / 

he  (she  or  it).,  tells. 

vou                     ^'^^^  ^^ 

they;:::::::  M^"- 

he  (she  or  it) 

IV. 

V. 

VI. 

PRESENT    PERFECT. 
I ^ 

PAST    PERFECT. 

I >. 

FUTURE    PERFECT. 
I >. 

we 

had  told. 

we 

you 

they 

he  (she  or  it), 

shall  or 

;:« :::::::  »--^i^- 

they J 

he  (she  or  it).,  has  told. 

you 

they 

he  (she  or  it)  J 

-will  have 
told. 

THE  PASSIVE   FORMS 

I. 

II. 

III. 

PRESENT. 

I am  told. 

PAST. 
I 1 

was  told. 

FUTURE. 
I ^ 

we 1 

he  (she  or  it) 

we shall  or 

you are  told. 

they J 

he  (she  or  it).,  is  told 

^e ) 

you V  were  told 

they j 

you will  be 

.they  told. 

he  (she  or  it) 

IV. 

V. 

VL 

PRESENT   PERFECT. 

we 1  have  been 

PAST   PERFl 
I y 

we 

EOT. 

had  beer 
told. 

FUTURE  PERF 

I > 

we 

you 

they 

he  (she  or  it) . 

EOT. 

shall  or 

you jtold. 

they ; 

,     ,  ,         .  ^  (has  been 
he  (she  or  It)  {^jj 

you 

they 

he  (she  or  it) 

will  have 

been 

told. 

THE   PARTICIPLE. 

I. 

II. 

IIL 

PRBSBKT. 

telling. 

PAST. 

told. 

PERFECT. 

having  told 

25.   Recite  these  forms  orally  and  in  writing,  first  with  the 
verb  TELL,  and  then  with  other  verbs. 


88  LANGUAGE    LESSONS. 

Rules  and  Principles. 

1.  There  are  three  principal  divisions  of  time,  —  present, 
past,  future ;  and  hence  there  are  three  corresponding  princi- 
pal tenses :  Present  tense,  Past  tense,  and  Future  tense. 
Each  of  these  tenses  has  a  second  form  that  is  called  a  perfect 
tense.  Thus,  the  Present  has  the  present  perfect  tense  (have  or 
has)  ;  the  Past  has  the  past  perfect  tense  (had)  ;  the  Future  has 
t\iQ  future  perfect  tense  (shall  or  will  have). 

2.  The  Present  Perfect  tense  expresses  an  action  as  com- 
pleted at  the  present  time;  as,  The  sun  has  set;  i.e.,  It  has 
now  ceased  shining. 

3.  The  Past  Perfect  tense  expresses  an  action  as  completed 
at  or  before  some  time  in  the  past ;  as.  The  sun  had  risen  when 
we  awoke. 

4.  The  Future  Perfect  tense  indicates  that  an  action  will 
already  have  taken  place  when  another  future  act  occurs ;  as, 
When  the  sun  shines  again,  the  storm  will  have  passed  by. 


LESSON   XTI. 

STORIES  FROM   RIP  VAN  WINKLE. 

To  THE  Teacher.  —  If  thought  best,  the  pupils  may  complete  the  six 
lessons  from  Irving's  story  of  Rip  Van  Winkle  in  a  series,  without  wait- 
ing to  learn  the  intervening  lessons. 

RIP'S   HOME   AND   CHARACTER. 

A  village  at  the  foot  of  the  fairy  mountains,  of  great 
antiquity,  founded  by  Dutch  colonists.  Some  houses  of 
small  yellow  bricks  brought  from  Holland,  with  latticed 
windows  and  gable  fronts.  In  one  of  these  lived  a  sim- 
ple, good-natured  fellow  named  Rip  Van  Winkle.  He 
was  an  idle  fellow  who  had  a  scolding  wife,  and  a  young 


THE    SIMPLE    SEXTENCK. 


89 


son  as  itUe  as  himself.      Hut  Rip  was  a  favorite  in  the 

vilhige  and  beloved  of 
all  the  children,  at  whose 
sports  he  assisted.  He 
made  them  playthings, 
taught  them  to  fly  kites 
and  to  shoot  marbles, 
and  told  them  long 
stories   of   ghosts. 


witches,  and  Indians.  A 
troop  of  them  followed 
him  about  the  village, 
hanging  on  his  skirts, 
clambering  on  his  back, 
and  playing  tricks  upon 
him  with  impunity.  Not  % 
a  dog  would  bark  at  him. 


26.    From  this  outline  describe  Rip's  home  and  character 
orally  and  in  writing. 


CHAPTER  11. 


THE  ADJECTIVE  MODIFIER. 


LESSON    XIII. 

THE    ADJECTIVE    MODIFIER    IS    A    QUALIFYING    ADJECTIVE    OR 
A    POSSESSIVE    PROXOUX. 

THE   GENEROUS  LION. 

To  THE  Teacher.  —  It  will  often  be  helpful  to  turn  to  the  Rules  and 
Principles  at  the  close  of  each  section  or  chapter,  in  order  that  the  pupil 
may  get  a  general  view  of  the  exercises  upon  which  he  is  working. 

A mouse  once  ran  about  here  and  there  upon  the 

back  of  a  sleeping  lion.     Suddenly  the beast  of  prey 

awoke  and  seized  the mouse  with claws.     The 

little  mouse  begged:  "O,  let  me  live!     I  am  a 

thing  for  your stomach.     It  is  not  very  noble  for  a 

king  of  beasts  to  devour  so a  creature."     The 

lion  just  at  this  time  was  in humor,  so  he  listened  to 

the petition.      He  said,  "  Run foolisli  thing,  but 

never  come  in way  again,  or  you  are  lost." 

After  a time,  the lion  became  entangled  in 

the  net  of  a  hunter.     He  sought  by  means  of strength 

to  free  himself,  but  his  efforts  were  in  vain.     A roar 

betrayed  trouble.     The  mouse  heard  it.     She 

90 


THE    ADJECTIVE    MODIFIER.  91 

now  remembered  the  time  in  which  the  lion's  generosity 

had  spared  life.     She  quickly  ran  to  the  lion  and 

gnawed  the net  with teeth.     This  allowed  the 

lion   to  free  claws.       He  could  now  use  all  

strength.     He  thus  became  free  through  the fidelity 

of  a  despised  little  animal. 

27.   Place  before  the  nouns   adjectives   or   possessive  pro- 
nouns instead  of  the  dashes.  —  Ex. :  A  tiny  mouse,  etc. 


LESSON   XIV. 

WORD   STUDIES. 

To  THE  Teacher.  —These  Word  Studies  will  give  the  pupil  an  intro- 
duction to  the  study  of  etymology.  The  pupil  here  learns  something  by 
doing  something. 

NOUNS   DERIVED    FROM    VERBS    WITHOUT   CHANGE   OF    FORM. 
IN  TH£  WOODS. 

In  the  woods  one  may  hear  the  call  of  the  cuckoo,  the 
cri/  of  the  hawk,  the  trill  of  the  thrush,  the  tvhistle  of  the 
(juail,  the  bark  of  the  squirrel.  The  sound  of  the  echo 
strikes  the  ear.  The  ring  of  the  ax  resounds.  The  fall 
of  the  tree  is  seen.  The  woodman  makes  a  spring  to  one 
side.  A  loud  crash  is  heard.  A  deer  comes  in  rapid  race 
through  the  woods.  Both  hunter  and  hounds  take  up  the 
r/mw.  The  deer  dashes  by  with  mighty  hounds.  The 
hunter  gives  up  the  pursuit,  but  he  makes  a  capture^  for  a 
fox  is  caught  in  a  trap. 

28.  Change  these  sentences  so  that  instead  of  the  italicized 
words,  you  use  the  verbs  from  which  they  were  derived. — 
Ex. :  In  the  woods  the  cuckoo  calls,  etc. 


92  LANGUAGE    LESSONS. 

Note.  —  Words  are  either  primitives  or  derivatives. 
Derivatives  are  those  derived  from  other  words.  Primitives 
are  those  not  derived  from  other  words.  Thus,  the  noun  call 
is  derived  without  change  from  the  verb  to  call;  the  noun 
hand  from  the  verb  to  bind;  the  noun  truth  from  the  adjective 
true. 

To  sleep,  to  rain,  to  lie,  to  play,  to  run,  to  throw,  to 
close,  to  lock,  to  snow%  to  jump,  to  turn,  to  step,  to  ride, 
to  stride,  to  grip,  to  tear,  to  bite,  to  stand. 

29.  Derive  a  noun  from  each  of  these  verbs  without  chanff- 
ing  the  form,  and  put  it  into  a  sentence.  —  Ex. :  Sleep  is  sweet 
to  the  tired  child. 


LESSON   XV. 

THE    MODIFIER    18    AN    ADJECTIVE    PHRASE. 
A  STRANGE    WALL. 

The  dwellers  of  a  lonely  house  w^ere  once  in  great  fear. 
About  the  windows  raged  the  storm  of  winter.  In  the 
distance  sounded  the  alarms  of  war.  The  houses  of  the 
farmers  round  about  were  in  flames.  The  glare  of  the  fire 
reached  far  into  the  distance,  and  the  sky  was  colored 
blood-red.  The  quiet  of  the  yiight  had  fled.  No  one 
thought  of  sleep.  The  blinds  of  the  tviridows  were  close 
shut,  for  the  people  did  not  want  the  rays  of  the  lamp  to 
betray  them.  The  members  of  the  family  sat  about  the 
table,  and  the  grandmother  read  from  an  old  prayer  book. 
In  a  verse  of  the  song  stood  the  words,  '*  Build  a  wall 
about  us."  The  master  of  the  house  smiled  and  said  : 
''The  building  of  a  ivall  is  not  possible  with  God."  In 
anxiety  and  prayer  the  last  hours  of  the  night  were  passed. 


THE    ADJECTIVE    MODIFIER.  98 

The  break  of  day  was  at  hand.  Not  a  hostile  soldier  had 
iieared  the  dwelling  of  the  family.  Now  the  young  man 
oj^ened  the  door  of  the  house.  And  behold  !  tlie  storm 
of  the  night  had  piled  a  mighty  wall  of  snow  about  the 
house!  This  had  hidden  the  cabin  from  the  eyes  of  the 
f(^.  All  were  astonished.  But  the  grandmother  praised 
aloud  the  power  of  God. 

30.  Point  out  the  adjective  phrases.  Whenever  possible, 
change  the  nouns  and  their  modifying  phrases  into  e(i[uivalent 
expressions.  —  Ex.:  The  winter's  storm  (the  storm  of  winter). 
Daybreak  (the  break  of  day)  was  at  hand,  etc. 

The  boy  is  honest.  The  raven  has  black  feathers.  The 
hare  has  long  ears.  Man  has  an  upright  gait.  The  bear 
has  a  thick  pelt.  The  lion  has  great  strength.  The  coun- 
try has  brave  soldiers.  The  farmer  has  a  fine  barn.  The 
soldier  has  courage.  The  righteous  possess  boldness. 
The  school  has  good  order.  The  spendthrift  comes  to 
poverty. 

31.  Change  these  sentences  into  phrases  consisting  of  nouns 
nioditied  by  adjective  phrases.  —  Ex. :  The  honesty  of  the  boy. 
The  black  feathers  of  the  raven. 

The  President,  who  serves  the  people^  is  elected  every 
four  years.  The  road  that  leads  thro\igh  the  forest  is  cool 
and  shady.  The  mill  that  stands  by  the  stream  clatters 
early  and  late.  The  mountain  that  rises  in  the  distance  is 
Pike's  Peak.  Men  that  show  no  understanding  are  called 
fools.  The  tea  that  comes  from  China  is  better  than  that 
which  comes  from  India. 

32.  Change  the  italicized  clauses  into  phrases  meaning  the 
same  thing.  —  Ex. :  The  president  of  the  people  is  elected,  etc. 
The /ore«/  road. 


94  LANGUAGE    LESSONS. 

LESSON   XVI. 

COMPOSITION   EXERCISES. 

To  THE  Teacher.  —  These  exercises  upon  the  Head,  Ear,  and  Tongue 
may  give  rise  to  an  animated  oral  discussion  in  the  class,  and  to  profitable 
written  compositions.  Let  the  children  see  if  they  can  learn  from  what 
books  the  quotations  are  taken. 

WORDS    WITH    VARIOUS    MEANINGS. 

33.  Head.  —  What  part  of  the  body  do  we  call  the  head  ? 
What  things  besides  men  and  animals  are  said  to  have  a  head  ? 
(cane,  nail,  spear,  etc.)  What  is  meant  by  :  He  is  headstrong  ? 
He  is  a  blockhead?  Explain  the  meaning  of  the  following: 
Don't  lose  your  head.  Two  heads  are  better  than  one.  You 
have  hit  the  nail  upon  the  head.  He  was  over  head  and  ears 
in  debt.  I  can  make  neither  head  nor  tail  of  it.  The  boil 
came  to  a  head.  "  The  head  and  front  of  my  offending  hath 
this  extent,  no  more."  Give  the  horse  his  head.  It  is  hard  to 
make  head  against  the.  stream.     That  boy's  head  is  turned. 

34.  Ear.  —  Which  organ  of  sense  is  called  the  ear  ?  Explain 
these  expressions :  The  news  has  come  to  m}-  ears.  You  must 
prick  up  your  ears.  Incline  thine  ear  unto  me.  Having  ears, 
they  hear  not.  I  preach  to  deaf  ears.  You  will  soon  be  up  to 
your  ears  in  work.  "  Lend  me  your  ears ;  I  come  to  bury 
Caesar,  not  to  praise  him." 

35.  Tongue.  —  What  things  besides  men  and  animals  are 
said  to  have  a  tongue  ?  Explain  these  expressions  :  You  have 
a  forked  tongue.  The  words  died  upon  my  tongue.  Hold 
thy  tongue  in  check.  "  May  my  tongue  cleave  to  the  roof  of 
my  mouth."  A  tongue  of  flame  shot  up.  A  long  tongue  is  a 
sign  of  a  short  hand.  Better  that  the  feet  slip  than  the  tongue. 
The  tongue's  not  steel,  yet  it  cuts.  We  should  all  learn  the 
mother  tongue.     Learn  to  hold  the  tongue. 


THE   ADJECTIVE   MODIFIER.  96 

LESSON   XVII. 

SENTENCE   EXERCISES. 

THE   ADJECTIVE   MODIFIER    18  A  PRESENT   OR    PAST   PARTICIPLE. 

THE  TRAVELER. 

To  THE  Teacher.  —  Explain  to  the  pupils  that  participles  are  adjec- 
tives derived  from  verbs,  and  tliat  the  present  participle  ends  in  ing. 
The  past  participle  of  regular  verbs  ends  in  ed.  Teach  the  past  participle 
of  irregular  verbs  as  occasion  arises. 

A  yo«r/i^y/w</ apprentice  was  imce  going  along  the  high- 
way. A  cutting  wind  wiis  blowing,  and  blinding  snow 
covered  everything.  The  freezing  traveler  had  no  warm 
clothing.  The  worn-out  coat  and  the  torn  boots  could  not 
keep  out  the  penetrating  cold.  His  stiffening  limbs  could 
go  no  further.  He  sought  to  restore  his  failing  strength, 
and  sat  down  in  the  snow.  Soon  the  tired  youth  fell 
asleep.  A  passing  laborer  now  discovered  the  sleeping 
stranger.  The  determined  man  bore  him  to  the  neighbor- 
ing village.  There  he  sought  to  bring  back  the  life  to 
the  stiffened  body.  His  continued  efforts  were  successful, 
and  the  vanished  consciousness  returned.  With  grateful 
heart  the  rescued  youth  thanked  his  rescuer. 

36.  Select  the  nouns  that  are  modified  by  participles.  Ob- 
serve that  the  present  participle  ends  in  ingy  and  the  past 
(regular)  in  ed. 

yi.  Form  sentences  in  which  you  change  the  participles  into 
verbs.  —  Ex. :  An  apprentice  journeys.     Snow  blinds. 

What  do  we  call  eyes  that  sparkle?  Birds  that  sing? 
Flowers  that  wilt?  Bodies  that  shine?  Leaves  that  fall? 
Thoughts  that  comfort?     A  conscience  that  sleeps?     A 


96  LANGUAGE    LESSONS. 

balsam  that  heals?  Children  that  shout?  Storms  that 
rage  ?  A  book  that  is  printed  ?  A  garment  that  is  torn  ? 
Grass  that  is  mown  ? 

38.  Answer  the  questions.  —  Ex. :  Eyes  that  sparkle  are 
called  sparl'h'vg  eyes. 

Smoking  mountains,  floating  clouds,  helping  friends, 
waving  grass,  whistling  quails,  loving  mothers,  trading 
merchants,  crying  children,  fighting  warriors,  blinding 
lightning,  refreshing  rain,  growing  plants,  glistening  dew- 
drops,  baked  apples,  captured  game,  ensnared  birds,  de- 
serted houses. 

39.  Explain  what  these  expressions  mean.  —  Ex. :  Smoking 
mountains  are  mountains  that  smoke. 


LESSON   XVIII. 

COMPOSITION   EXERCISE. 
FIGURATIVE    LANGUAGE. 

a.  I  will  never  cross  his  threshold  again.  Fifty  sail 
left  the  harbor  at  one  time.  The  wanderer  has  said  fare- 
well to  our  fireside.     His  locks  shone  silver  white. 

b.  We  long  for  a  sheltering  house.  You  should  rise  at 
the  approach  of  an  aged  man.  The  songs  of  the  birds 
resound  from  the  trees.  The  whole  human  race  is  mortal. 
A  hundred  willing /eei  answered  the  call. 

40.  Keconstruct  the  sentences,  employing  words  embracing 
the  whole,  under  o,  and  others  referring  to  a  part,  under  h.  — 
Ex. :  I  will  never  enter  his  house  again.  We  long  for  a  shel- 
tering roof. 


THE    ADJECTIVE    MODIFIER.  97 

LESSON   XIX. 

TUF.    AD.TFrTTVF    IS    A    NOUN    WITH    A    PREPOSITIOX   (a    PHRASE). 
PROTERBS. 

lo  TiiK  Teacher.  —  It  is  important  that  the  pupils  should  recognize 
the  adjective  nature  of  phrases  and  chiuses  that  limit  or  qualify  nouns. 
They  do  this  most  effectively  by  changing  adjective  words  into  phrases 
and  clau-ses,  adjective  phrases  into  words  and  clauses,  adjective  clauses 
into  words  and  phrases.  In  these  concrete  grammar  exercises,  the  pupil 
should  not  be  allowed  to  lose  sight  of  the  point  illustrated. 

A  bird  in  the  hand  is  worth  two  in  the  bush.  A  friend 
in  need  is  a  friend  indeed.  The  fire  in  the  flint  shows  not 
till  it  is  struck.  The  love  of  the  wicked  is  more  dangerous 
than  their  hatred.     A  stitch  in  time  saves  nine. 

41.  Select  the  adjective  phrase  modifiers  and  change  thein 
into  subordinate  clauses.  —  Ex. :  A  bird  that  is  in  the  hand  is 
worth  two  that  are  in  the  bush.  A  friend  icho  helps  us  in  our 
need  is  a  friend  indeed. 

Along  the  Baltic  coast  amber  is  found.  Chinese  customs 
are  very  old.  Soon  after  the  discovery  of  glass,  glass 
dishes  were  considered  more  precious  than  golden  dishes. 
We  obtain  by  commerce  Japanese  fans.  East  Indian  spices, 
Arabian  gums,  English  tin,  tropical  fruits,  etc.  There 
are  treeless  plains, /n«nrf/^««  men,  and  homeless  children. 
There  are  wingless  and  winged  insects.  Forest  paths  are 
cool  and  shady.  The  St.  Gothard  tunnel  is  one  of  the 
wonders  of  the  world. 

42.  Change  the  italicized  words  into  adjective  phrases. — 
Ex. :  Along  the  coast  of  the  Baltic  amber  is  found.  The  cus- 
toms of  the  Chinese  are  very  old. 

BK.  II— o 


98     .  LANGUAGE    LESSONS. 


LESSON   XX. 

THE    ADJECTIVE    IS    AN    INFINITIVE    PHRASE  (a  VERB    PRECEDED 

BY    "to"). 

THE  BEAR-PELT. 

Two  young  hunters  heard  of  a  bear  that  they  could  kill. 
In  imagination  they  already  divided  between  them  the 
pelt  that  they  should  obtain.  They  discussed  the  amount 
of  money  that  they  shcidd  receive.  But  the  beast  that  ivould 
have  to  be  overcome  was  too  fierce.  The  reward  that  was 
to  be  expected  suddenly  appeared  to  them  not  worth  the 
trouble,  and  they  crept  off  in  shame.  The  hasty  fellows 
had  received  a  lesson  that  can  not  be  too  well  impressed. 

43.  Change  the  italicized  clauses  into  infinitive  phrases.  — 
Ex.:  Two  young  hunters  heard  of  a  bear  to  he  killed.  The 
hasty  fellows  had  received  a  lesson  not  to  he  too  ivell  impressed. 

Mistakes  to  be  corrected,  corrected  mistakes;  men  to 
be  reproved,  reproving  men,  reproved  men ;  parents  to  be 
pleased,  pleased  parents ;  goods  to  be  packed,  packed 
goods  ;  friends  to  rescue,  rescuing  friends,  rescued  friends. 

44.  Explain  the  foregoing  expressions.  —  Ex. :  Rescuet  I 
friends  are  friends  that  have  heen  rescued. 

45.  How  may  one  express  with  nouns  and  participles  or 
infinitives  work  that  is  already  completed,  or  which  is  still  to 
be  completed  ?  Punishments  that  have  been  already  suffered 
or  are  still  to  be  suffered  ?  Eriends  that  mourn.  Warriors 
who  conquer,  or  who  have  been  conquered,  or  will  be  conquered 
in  the  future  ?  Visits  that  one  expects,  or  that  one  may  ex- 
pect in  the  future  ?  —  Ex. .  Completed  work.  Work  to  he  com- 
pleted.    Mourning  friends.     Warriors  to  he  conquered. 


THE    ADJECTIVE    MODIFIER. 


99 


LESSON   XXI. 


RIP'S  CHIEF  OCCUPATION. 


To  escape  work  and  his  domestic  troubles  Rip  would 
take  long  hunting  trips  in  the  mountains,  accompanied 
only  by  his  dog  Wolf, 
who  was  a.s  much  hen- 
pecked as  his  master. 
He  would  seat  himself 
on  a  log  and  say,  '*  Poor 
Wolf,  thy  mistress  leads 
thee  a  dog's  life  of  it ; 
but  never  mind,  my  lad, 
wliilst  1  live  thou  shalt 
never  want  a  friend  to 
stand  by  thee!  *' 

One  fine  autumnal  day,  he  had  wandered  to  the  highest 
parts  of  the  Catskill  Mountains.  He  was  squirrel  shoot- 
ing, and  the  still  solitudes  had  echoed  and  reechoed  with 
the  reports  of  his  gun.  Panting  and  fatigued,  late  in 
the  afternoon,  he  threw  himself  on  a  green  knoll  covered 
with  mountain  herbage.  In  the  distfince  he  saw  the 
lordly  Hudson,  far,  far  below  him  moving  on  its  silent 
coursi*.  On  the  other  side  he  looked  down  into  a  deep 
mountain  glen,  —  wild,  lonely,  and  shagged,  —  the  bottom 
filled  with  fragments  from  the  impending  cliffs,  and 
scarcely  lighted  by  the  reflected  rays  of  the  setting  sun. 

46.  After  reading  this  outline,  describe  orally  the  man, 
the  dog,  and  the  hunt.  Follow  the  oral  with  a  written  de- 
scription. 


100  languagp:  lessons. 

LESSON   XXII. 

SOCRATES. 

This  wise  man  was  one  day  walking  along  the  strand 
of  the  sea  with  his  pupils,  when  he  Avas  met  by  a  former 
friend,  Avho  a  short  time  before  had  become  a  rich  man. 
Socrates  greeted  him,  but  the  haughty  man  did  not  think 
it  worth  the  while  to  return  the  salutation.  '*  Why  do 
you  greet  this  haughty  fellow  ?  "  inquired  the  pupils  of 
the  master.  ''  Ah  !  surely  \^ou  would  not  expect  me  to 
return  his  incivility  with  like  impoliteness,''  was  the  quiet 
answer  of  the  celebrated  man. 

47.  (a)  Underline  all  the  adjectives,  (b)  Tell  to  what  class 
of  adjectives  each  belongs.     (See  next  lesson.) 

48.  Supply  other  appropriate  adjectives  in  the  place  of  those 
given. 

49.  Find  adjectives  in  your  Reader  and  tell  to  what  class 
each  belongs. 

LESSON   XXIII. 

REVIEW    OF    ADJECTIVE    MODIFIERS. 
PROVERBS. 

Many  hands  make  light  work.  Willing  hearts  make 
swift  feet.  Diligence  is  the  mother  of  good  fortune. 
Every  dog  hath  his  day.  This  rule  of  gardening  never 
forget,  to  sow  dry,  and  set  wet.  One  swallow  does  not 
make  a  summer.  Standing  water  gathers  filth.  The 
second  blow  makes  the  fray.  Too  many  cooks  spoil  the 
broth.     Four  eyes  see  more  than  two.     The  eye  of  the 


THE    ADJECTIVE    MODIFIER.  .1.01, 

master  makes  the  horses  fat.     Barking  dogs  seldom  bite. 
Abused  patience  turns  to  fury.     Love  me,  love  my  dog. 

50.  hujuire  for  the  adjective  moditier  and  show  whether 
it  is:  — 

(1)  A  qualifying  adjective,  that  is,  one  that  answers  the 
question,  "  What  kind  of  a- ?"  —  Ex.:  A  diligent  pupil. 

(2)  A  phrase  with  the  word  of,  answering  the  question, 
Of  what  ? 

(3)  A  |>ossessive  pronoun,  answering  the  question,  Whose* 

(4)  A  demonstrative  adjective  (this,  that,  these,  those, 
such),  answering  the  question.  Which  ? 

(;"))  A    numeral    atljective,   answering    the    question.    How 

(G)  A  numeral  adjective,  answering  the  question,  What? 
or  Which?  — Ex.:  What  day?  The  seventh  day.  Which 
boy  ?     The  thinl  lx>y  at  the  right. 

(7)  A  participle  used  as  adjective,  that  is,  a  word  derived 
from  a  verb,  and  ending  in  incf  or.  in  the  case  of  regular  verbs, 
in  ed. 


LESSON   XXIV. 

COMPOSITION    EXERCISES. 

To  THE  Teacher. —The  main  idea  of  this  class  of  exercises  is  to 
reconstruct  the  sentences  by  changing  the  order  of  the  words.  In  tliis 
way  the  children  get  practice  in  varjing  and  improving  the  construction. 
Have  each  pupil  decide  which  form  seems  to  him  most  pleasing  and 
forcible. 

CHANGED    ORDER   OF    WORDS. 
THE  EVENING  SERVICE. 

After  the  great  battle  of  Sedan,  a  reyiment  of  soldiers 
from  Thuringia  began  its  inarch  toward  Paris.  Their  first 
night  was  passed  in  a  village.     All  the  houses  were  soon 


102  LANGUAGE    LESSONS. 

filled  with  soldiers,  yet  many  had  no  shelter.  A  company 
therefore  took  up  its  quarters  in  the  village  churc'^  The 
men  occupied  the  nave,  and  the  officers  the  vestry.  Ccon 
the  weary  soldiers  laid  themselves  down  to  sleep.  But  one 
of  them  slipped  unobserved  to  the  organ.  Another  stepped 
to  the  bellows.  Immediately  the  high  arches  of  the  church 
rang  with  the  swelling  chords  of  ^^ Praise  God  from  zvhom 
all  blessings  flow.''  In  a  moment  all  the  tired  warriors 
were  awake.  One  after  another  theg  joined  the  chorus 
with  powerful  voices.  The  song  of  praise  floated  out  into 
the  still  night. 

51.  Change  the  order  of  words  in  each  sentence,  beginning 
with  the  italicized  words. 

52.  Try  to  make  still  other  changes  in  the  order  of  words, 
changing  the  words  where  necessary. 

Plant  the  tree  while  you  are  young,  that  its  fruit  may 
nourish  you  in  age. 

53.  Change  this  sentence,  beginning  with,  (1)  If  you  wish ; 
(2)  If  the  fruit ;  (3)  Those  who ;  (4)  Whoever  plants ;  (5)  How 
can  you  hope ;  (6)  If  in  age. 

Man  will  have  peace  and  contentment  in  his  heart,  if 
he  fears  God  and  does  good. 

54.  Change  this  sentence,  beginning  in  each  of  the  following 
ways :  (1)  If ;  (2)  Whoever  has ;  (3)  He  who  fears ;  (4)  So 
long  as  man;  (5)  As  soon  as  man  no  longer;  (6)  If  you  desire; 
(7)  Fear  God ;  (8)  Happy  the  man ;  (9)  Should  you  do  good ; 
(10)  How  can  peace. 

55.  Change  the  order  of  words  in  some  of  the  paragraphs 
of  your  reading  lesson. 


THE    ADJECTIVE    MODIFIER.  108 

LESSON   XXV. 

COMPOSITION   EXERCISES. 

FIGURATIVE   EXPRESSIONS. 

THE   HEART. 

56.  Which  part  of  the  human  body  is  called  the  heart? 
Explain  the  meaning  of  the  following  expressions :  He  took 
it  much  to  lieart.  His  heart  was  not  in  the  work.  Take 
heart  and  try  again.  Do  not  set  your  lieart  on  trifling  things. 
We  should  learn  some  things  by  heart.  "  Mercy  is  enthroned 
in  the  hearts  of  kings."  The  mother  bears  a  heavy  heart  when 
her  son  is  wayward.  Harden  not  your  heart  against  the  unfor- 
tunate. 

Eye,  root,  anchor,  fire,  morning,  evening,  tooth,  finger, 
bread,  spring,  summer,  autumn,  winter,  seed,  wound. 

57.  Form  sentences  in  which  the  foregoing  words  are  used 
figuratively.  —  Ex. :  Go  to  the  root  of  the  matter.  It  is  the 
root  of  bitterness  in  him. 


LESSON   XXVI. 

COMPARISON    OF    ADJECTIVES. 

New  York  and  Philadelphia  have  large  populations. 
The  Mississippi  and  the  Missouri  are  long  rivers.  Water 
and  air  are  transparent  bodies.  The  lion  and  the  bear  are 
fierce  animals.  Plums  and  oranges  are  delicious  fruits. 
Coffee  and  milk  are  nourishing  drinks.  Paper  and  linen 
are  thin  materials.     Coal   and    iron   are   hard    minerals. 


104  LANGUAGE    LESSONS. 

The   sun  and   the  moon   are  large  heavenly  bodies.     A 
tent  and  a  house  furnish  good  shelter. 

58.  Make  comparisons  between  the  objects  mentioned  in 
the  foregoing  sentences,  using  the  comparative  form.  —  Ex.  : 
New  York  has  a  larger  population  than  Philadelphia. 

Diamonds  are  more  expensive  than  any  other  stones. 
The  Bavarian  Alps  are  higher  than  any  other  mountains  of 
Germany.  Corn  is  a  more  important  crop  in  Illinois  than 
any  other  grain  raised  there.  Ostrich  eggs  are  larger  than 
any  other  eggs.  The  thunder  storm  is  more  impressive 
than  any  other  common  event  of  nature.  Air  is  lighter 
and  more  transparent  than  any  other  body.  The  Bible 
is  older  and  better  distributed  than  any  other  book. 

59.  Change  these  sentences,  using  the  highest,  or  superlative 
degree  of  comparison.  —  Ex. :  Diamonds  are  the  most  expensive 
of  all  stones. 

Eggs,  meat,  and  bread  are  nourishing  foods.  Chicago, 
St.  Louis,  and  New  York  are  important  cities  of  the  United 
States.  Electricity,  the  moon,  and  the  sun  give  a  bright 
light.  October,  November,  and  December  have  short 
days.  The  horse,  the  elephant,  and  the  whale  are  large 
animals.  Mt.  Washington,  Mt.  Tacoma,  and  Mt.  St. 
Elias  are  high  mountains  of  North  America.  The  lark, 
the  thrush,  and  the  nightingale  are  good  singers.  Lead, 
copper,  and  iron  are  useful  metals.  Many  people  journey 
in  carriages,  steamships,  and  cars. 

60.  Compare  these  objects,  using  all  three  degrees  of  com- 
parison.—  Ex.:  Bread  is  a  nourishing  food,  meat  is  more 
nourishing  than  bread,  and  eggs  are  the  most  uourishing  of  alL 


THE    ADJECTIVE    MODIFIER.  106 

LESSON   XXVII. 

COMPOSITION   EXERCISE. 

To  THE  Tkacher. — Let  the  children  give  a  number  of  synonymoug 
expressions  for  each  italicized  word,  phrase,  or  sentence,  writing  ihem  in 
lists  on  the  board.  When  this  has  been  done,  let  each  pupil  write  the 
best  composition  he  can  construct  from  the  given  materials. 

CHANGE    OF    EXPRESSION. 
THIf:  GROVE  AND  THK   YOUNG  FARMER. 

The  owner  of  a  large  farm  had  among  the  rest  a  rather 
large  wood-lot^  which  yielded  far  less  than  a  like  piece  of 
farming  land  would  have  done.  It  was  therefore  proposed 
to  the  eldest  son  that  he  sliould/e//  tlie  trees.  The  youtli 
went  to  the  fielil,  but  when  he  viewed  its  size,  he  thought 
despairingly^  **  This  is  a  work  that  I  can  not  complete  in  a 
lifetime.*'  He  threw  himself  sullenly  \\\^o\\  the  ground,  and 
spent  this  and  the  following  day  in  growling^  sleeping^  and 
doing  nothing. 

The  father  found  his  son  in  this  state^  and  soon  saw 
wherein  the  mistake  had  been.  Instead  of  reproving  the 
youth  for  disobedience^  he  himself  said:  "Fou  are  right; 
this  labor  is  too  great  for  a  single  person.  But,  what  say 
you  f  Are  you  able  to  clear  up  this  corner  for  about  twenty 
paces  without  help  ?  "  The  son  was  ready  for  this  ;  lie  set 
to  work  at  once,  and  in  eiglit  or  ten  days  had  cleared  the 
corner. 

**  Suppose  now,*'  said  the  father,  "  you  should  try  with 
this  part^  which  is  not  larger  than  the  other  f^  The  son 
was  equally  willing  this  time.  Thus  they  proceeded  for 
six  or  seven  times,  and  before  the  summer  had  fiown.,  the 
trees  xcere  all  laid  low. 


106 


LANGUAGE    LESSONS. 


61.  Exchange  the  italicized  words  for  other  appropriate 
expressions.  —  Ex.:  The  possessor  of  a  large  farm  had  on  his 
place  a  rather  large  piece  of  timber  land,  which  produced  far 
less  than  a  like  field  of  tillable  land  would  have  done. 


LESSON   XXVIII. 


RIP'S   GREAT  ADVENTURE. 

As  Rip  was  about  to  descend  he  heard  a  voice  from  a 
distance  hallooing,  "  Rip  Van  Winkle !  Rip  Van  Winkle !  " 

He  looked  around  but 
could  see  nothing  but  a 
crow  winging  its  solitary 
flight  across  the  moun- 
tain. Thought  he  must 
be  deceived,  but  heard 
the  same  cry  again  ring 
out.  Wolf  bristled  up 
his  back  and  giving  a 
low  growl,  skulked  to  his 
master's  side,  looking  fearfully  down  into  the  glen.  Rip 
was  apprehensive  :  saw  a  strange  figure  slowly  toiling  up 
the  rocks  and  bending  under  a  weight  on  his  back. 

Rip  became  astonished  at  his  appearance.  He  was  a 
short,  square-built  old  fellow,  with  thick  bushy  hair,  and 
a  grizzled  beard.  His  dress  was  of  the  antique  Dutch 
fashion — a  cloth  jerkin  strapped  around  the  waist  — 
with  several  pairs  of  breeches,  the  outer  one  of  ample 
volume,  decorated  with  rows  of  buttons  down  the  sides, 
and  bunches  at  the  knees. 


THE    ADJECTIVE    MODIFIER.  107 

He  bore  on  his  shoulders  a  stout  keg,  that  seemed  full 
of  liquor,  and  made  signs  for  Kip  to  approach  and  assist 
him  with  the  load.  Rip  complied,  and  mutually  relieving 
each  otlier,  they  clambered  up  a  narrow  gully,  liearing 
long  peals  of  thunder  in  the  distance. 

62.   Write  a  description  of  the  adventure. 


KrLE.S    AM)    I*I{IN<IPLES. 

1.  Adjective  words  or  pli rases  are  those  that  modify  nouns. 

2.  The  atljective  modifier  may  be:  — 

(a)  An  adjective  word.  —  Ex.:  The  diligent  pupil. 

{h)  A  possessive  pronoun.  —  Ex.:  My  i)lay mates. 

(c)  A  present  or  past  participle  —  a  form  of  the  verb  used  to 
modify  the  noun.  —  Ex.:  Our  loving  parents.  Our  be- 
loved parents. 

((/)  A  preposition  and  a  noun — a  prepositional  phrase.  —  E.v. : 
The  roof  of  the  house. 

{e)  A  numeral  —  a  word  that  shows  number.  —  Ex.:  ^ereu 
days.     The  seventh  day. 

;j.  Many  adjectives  may  be  compared.  We  distinguish  three 
degrees : — 

(a)  Positive.  —  Ex.:  Light. 
(6)  Comparative. — Ex.:  Lighter, 
(c)    Superlative.  —  Ex. :  Lightest. 

4.  The  participle  is  a  form  derived  from  the  verb,  and  is 
often  used  as  an  adjective.  There  are  present  participles,  as 
loviugy  singing:  and  pa.^tf  ])artiiiples,  as  Moved,  torn. 

/).  A  numeral  adjertive  .shows  number.  It  may  be  definite. 
as  one,  two,  etc.;  or  indefinite,  as  many,  some,  few,  etc.  The 
definite  numerals  may  be,  (1)  Cardinals,  as  one,  two,  three, 
four,  etc. ;  or  (2)  Ordinals,  showing  the  order  of  things,  as 
first,  second,  third,  etc. 


CHAPTER   III. 


VERB    MODIFICATIONS. 


LESSON   XXIX. 

THE  OBJECT. 
TRANSITIVE    AND    IXTRAXSITIVE    VERBS. 

To  THE  Teacher. — Remind  the  pupils  that  some  actions  terminate 
with  the  actor.  — Ex.  :  Birds  fly  ;  while  others  terminate  upon  an  object. 
—  Ex. :  Children  gather  flowers.  Verbs  that  express  an  action  which 
terminates  upon  an  object  are  transitive  and  take  the  direct  object. 

AI.EXANDER  AND   DIOGENES. 

There  once  lived  in  Corinth  a  strange  wise  man  whose 
name  was  Diogenes.  The  king  Alexander  one  day  visited 
Diogenes,  and  sought  to  get  acquainted  with  him.  Now, 
above  all  things  Diogenes  loved  simplicity.  He  wore  an 
old,  torn  mantle,  went  barefoot,  and  carried  a  beggar's  sack 
upon  his  back.  For  a  dwelling  place  he  used  a  tub.  He 
had  thrown  away  his  drinking  cup,  for  he  had  once  seen  a 
boy  drink  from  the  hollow  of  his  hand.  When  Alexander 
came  to  visit  him,  Diogenes  lay  before  his  tub,  that  the  sun 
might  shine  upon  him.  He  scarcel}^  lifted  his  eyes  to 
notice  the  king.     Alexander  talked  long  with  the  strange 

108 


VERB    MODIFICATIONS. 


109 


man,  and  found  his  answers  wise  and  pointed.  . 
the  king  offered  to  grant  any  favor  Diogenes  might 
The  wise  man  thanked 
liini  for  his  offer,  and 
aa'  '.  •  ict  out  of  my 
suiisiiiiR'."  The  com- 
panions of  tlie  king 
laughed  at  this  foolish 
wish,  but  Alexander  re- 
proved their  laughter, 
and  mid^  **  Truly,  were 
I  not  Alexander,  I 
would  be  Diogenes." 


Vt  last 
desire. 


63.  Find  the  nouns  and  pronouns  in  the  story  that  are  ^ised 
{IS  direct  objects.  Do  you  find  entire  expressions  which  seem 
to  be  objects  ? 


LESSON    XXX. 


THE  CROW  AMD  THE  FOX. 


A  crow  once  stole  a  ,  and  sought  out  a 

the  forest.     Here  she  thought  to  devour  . 

gry  fox   saw  and   sought   to   outwit  ; 


m 

A  hun- 
so   he 


cried   in   a   loud  voice,  "  See  the   .      All   the  world 

admires  .       In   the  beauty  of  her  feathers  she  sur- 


passes all  other 
as  her  feathers! 
she  opened  her  - 
she  dropped  — 


— .     Ah,  if  her  voice  were  only  as  fine 
These  words  made  the  crow  vain,  so 

-  to  let  the  fox  hear  her .      But 

and  the  fox  picked  up,  saying 


110  LANGUAGE    LESSONS. 

mockingly,    "  Your  voice   is   all    right,  but   your  wit  is 
wanting." 

64.  Supply  the  missing  objects  in  this  story.  —  Ex. :  A  crow 
once  stole  a  piece  of  yneat. 

65.  Wherever  possible,  change  the  sentences  so  that  these 
objects  may  become  subjects.  —  Ex. :  A  piece  of  meat  Avas 
once  stolen  by  a  crow,  and  a  tall  tree  sought  in  the  forest. 

Note.  —  The  passive  form  of  the  verb  tells  what  is  done  to 
things ;  the  active  form  tells  what  things  do.  When  a  verb  may 
be  put  into  both  the  active  and  the  passive  form  it  is  said  to  be 
transitive.  —  Ex. :  The  fox  outwitted  the  crow ;  the  crow  was 
outwitted  by  the  fox.  The  active  form  of  the  transitive  verb 
always  requires  an  object  to  complete  its  meaning.  Verbs  that 
cannot  be  put  into  a  passive  form,  and  that  are  not  followed 
by  objects,  are  said  to  be  intransitive.  —  Ex. :  The  fox  barks. 
The  crow  caivs. 

TRANSITIVE    AND    INTRANSITIVE    VERBS, 

The  child  cries.  The  boy  claps.  The  girl  laughs. 
The  mother  knits.  The  father  reads.  The  tire  burns. 
The  sun  shines.  The  cloud  hides.  The  lightning 
flashes.  The  rain  wets.  The  storm  howls.  The  lion 
roars.  The  tiger  seizes.  The  father  chops.  The  pupil 
recites.  The  blacksmith  hammers.  The  birds  sing.  The 
dog  pursues. 

66.  Supply  direct  objects  for  such  of  the  foregoing  sentences 
as  will  allow  them. 

67.  Tell  which  of  the  verbs  may  be  put  into  the  passive 
form.  —  Ex. :  Stockings  are  knit  by  the  mother.  The  iron  is 
hammered  by  the  blacksmith. 


VERB    MODIFICATIONS. 


Ill 


LESSON   XXXI. 

COMPOSITION   EXERCISES. 
MY   LIFE   HISTORY. 

6a  Day  and  year  of  birth.  Place.  Parents.  Given  name. 
Instruction.  Various  sicknesses.  Change  of  dwelling  place, 
of  life  on  account  of  success  of  parents,  etc.  Brothers  and 
sisters.     Various  important  wants.     Plans  for  the  future. 


MOSES. 

69.  Hirth,  rescue.  At  the  court  of  Pharaoh.  Flight.  Stay 
at  Jethro.  The  burning  bush.  Return  to  Egypt.  Depar- 
ture of  the  Israelites.  The  Red  Sea.  Journey  through  the 
wilderness.  The  giving  of  the  laws.  Other 
events.  Death.  Reference 
beginning  — 

By  Nebo*8  lonely  moun- 
tain, 
On  this  side  Jordan's 
wave, 
In  a  vale  in  the  land  of 
Moab, 
There    lies    a    lonely 
grave. 


THE   DISCOVERY  OF  AMERICA   (1492). 

70.  Importance  of  India  for  trade.  Former  routes  by  which 
goods  were  brought  to  Europe.  Attempts  of  the  Portuguese 
to  find  a  sea  route.  Columbus  asks  in  Genoa,  Portugal,  and 
Spain  for  ships.  Isabella  and  Ferdinand.  Departure.  Direc- 
tion. Mutiny.  Discovery  of  the  islands  of  San  Salvador, 
Cuba,  and  Hayti.  Particulars  of  the  Columbian  Exposition 
in  Chicago  in  1893. 


112  LANGUAGE    LESSONS. 

LESSON   XXXII. 

PROVERBS. 

Haste  makes  waste,  and  waste  makes  want,  and  want 
makes  strife  between  the  good  man  and  his  wife.  Trust 
not  the  words  of  a  flatterer.  God  helps  those  who  help 
themselves.  Give  a  dog  an  ill  name  and  you  may  as  well 
hang  him.  We  should  publish  our  joys,  and  conceal  our 
griefs.  Wise  men  sometimes  change  their  minds,  fools 
never.  Give  him  an  inch  and  he'll  take  an  ell.  Do  good, 
and  then  do  it  again. 

71.  Select  the  direct  objects. 

72.  Select  the  words  that  name  (a)  thought  objects ;  (b)  sense- 
objects.     Select  those  that  are  pronouns. 


LESSON   XXXIII. 

SENTENCE  EXERCISES. 
THE  BEE   AND    THE   MAN. 

"  Have  you  among  all  the  animals  a  greater  benefactor 
than  I  am  ?"  asked  the  bee  of  the  man.  '^  Certainly,"  he 
answered.  "  Whom  ?  "  "  The  sheep,  for  its  wool  is  neces- 
sary to  me,  whereas  your  honey  is  only  agreeable.  And 
would  you,  Bee,  like  to  know  another  reason  why  I  regard 
the  sheep  as  a  greater  benefactor  than  you  ?  The  sheep 
furnishes  me  the  wool  without  making  me  trouble,  but 
when  I  wish  your  honey,  I  must  shield  myself  against 
your  stings." 


VERB    MODIFICATIONS.  113 

73.  Select  the  nouns  and  pronouns  used  as  objects,  and  tell 
whether  they  are  direct  or  indirect.     (See  p.  119.) 

74.  Tell  the  story,  putting  all  nouns  and  pronouns  in  the 
plural.  —  Ex. :  "  Have  you  among  all  the  animals  greater  bene- 
factors than  we  are  ?  "  asked  the  bees  of  the  men. 

M^  Dear  Mother :  — 

To-day  I  send  you  my  first  letter  from  this  old  school 
town.  I  have  long  looked  forward  with  pleasure  to  this 
moment ;  yet  it  will  not  be  possible  for  me  to  tell  you  as 
much  iuj  I  would  like  to,  for  I  have  but  little  time. 

For  three  days  1  have  been  in  this  busy  place.  All  the 
people  are  strangers  to  me,  but  I  hope  to  find  good  friends 
soon.  Yesterday,  for  the  first  time,  I  went  to  school.  1 
was  not  perfectly  pleased  with  everything,  yet  you  need 
not  worry  on  my  account.  It  will  not  be  long  until  I  shall 
feel  at  home  in  the  school,  where,  for  your  sake  and  my 
own,  I  hope  to  learn  a  great  deal. 

I  am  very  well,  and  reasonably  contented.  Please  read 
this  letter  to  father  and  the  boys.  I  will  write  to  them 
soon.     With  love  and  best  wishes  to  all, 

Your  loving  son, 

Henry  Simmons. 

Cambridok,  Mass.,  Feb.  3.  1807. 

75.  Change  this  letter  so  that  it  shall  read  as  if  it  were  from 
two  sons.  —  Ex. :  To-day  we  send  you,  etc. 

76.  Change  the  letter  so  as  to  speak  of  Henry  in  the  third 
person.  —  Ex. :  Henry  to-day  sent  his  first  letter  to  his  mother 
from  the  old  school  town,  Cambridge.  He  had  long  looked 
forward,  etc. 


114 


LANGUAGE    Lf:SSONS. 


LESSON   XXXIV. 


DECLENSION    OF    THE    PERSONAL    PRONOUN. 

The  departing  guest  says  :  /  must  go.  My  visit  is  over. 
Write  to  me.     Visit  me  soon. 

The  host  and  hostess  answer :  We  are  sorry  to  see  you 
go.  Our  pleasure  in  your  visit  has  been  great.  Send  us 
a  letter  soon.     Come  and  see  us  again. 

77.  (a)  Change  the  first  group  of  sentences  so  that  two  guests 
shall  speak.  —  Ex. :  We  must  go.  (l))  How  would  you  speak 
of  a  departing  guest  in  the  third  person  ?  of  more  than  one  ? 
—  Ex. :   We  are  sorry  to  see  him  go. 

78.  AVhich  of  the  pronouns  in  the  two  groups  of  sentences 

are  indirect  objects?      Observe  that  the  form  or  spelling  of 

the  pronoun  used  as  indirect  object  is  the  same  as  that  of  the 

direct  object. 

scheme:  of  declension. 

1.  Nominative    .  .   ^Vho  departs  ? 

2.  Possessive    .  .  .    Whose  visit  is  over  ? 

3.  Objective  ....  Whom  shall  the  host  and  hostess  visit  ? 


Xominative 
Possessive  . 
Objective  .  . 


1st  persox. 

I 


.  My  (or  mine) 
.  Me 


singular. 

2d  persox. 
you 

your  (or  yours) 
you 


3d  person. 
he  she  it 

his  her  (or  hers)    its 
him       her  it 


Nominative 
Possessive  . 
Objective  .  . 


.  We 

.  Our  (or  ours) 

.  Us 


you 

your  (or  yours) 
you 


they 

their  (or  theirs) 

them 


79.  Commit  this  scheme  to  memory,  so  that  you  can  repeat 
it  rapidly  or  write  it  correctly.  Remember  that  the  indirect 
object  has  the  same  form  as  the  direct.  It  completes  the 
meaning  of  the  verb,  but  requires  the  use  of  the  preposition 
to  OY  for  [usually  to\  either  expressed  or  understood. 


VERB    MODIFICATIONS.  115 

LESSON  XXXV. 

DOITBI.F    OIUFCTS    (the   SECOND    MEANING   THE   SAME    PERSON 
OR  THING   AS   THE   FIRST). 

a.  To  regard,  to  hold,  to  think.     Ancients whale, 

fish.      Romans bravery,   greatest   virtue.      Socrates 

death,  entrance  into  a  better  life.     Mohammedans 

Mohammed,  great  prophet. 

b.  To  call,  to  name.     Republics chief  executive, 

president.     The  Romans Augustus,  fortunate  ;  Nero, 

the  cruel.     Enemies Socrates,  a  despiser  of  the  Gods, 

a  corrupter  of  the  youth. 

80.  Form  sentences  with  double  objects.  —  Ex. :  The  ancients 
thouglit  the  nhale  a  Jish.  Observe  that  the  second  object  is  a 
word  describing  or  meaning  the  same  thing  as  the  first.  No 
conjunctions  are  used  between  these  objects,  but  the  words  to 
fpe  are  of  frequent  occurrence.  —  Ex. :  Socrates  thought  death 
to  be  an  entrance  into  a  better  life. 


LESSON   XXXVL 

THE   ADVENTURK  (Contitiutil). 

As  Rip  and  the  dwarf  clambered  up  the  mountain,  they 
came  to  a  level  spot  in  the  center  of  which  was  a  company 
of  odd-looking  i)ersonages  playing  at  ninepins.  Their 
visages  were  j^eculiar :  one  had  a  large  head,  broad  face, 
and  small,  liiggisli  eyes ;  the  face  of  another  seemed  to 
consist  entirely  of  nose,  and  was  surmounted  by  a  white 
sugar-loaf  hat,  set  off  with  a  little  red  cock*s  tail.  One 
was  a  stout  old  gentleman,  who  seemed  to  be  commander. 


116 


LANGUAGE    LESSONS. 


He  wore  a  laced  doublet,  broad  belt  and  hanger,  high- 
crowned  hat  and  feather,  red  stockmgs,  and  high-heeled 
shoes  with  roses  in  them. 

Though  they  seemed  to  be  playing,  there  was  nothing 

to  interrupt  the  stillness 
but  the  noise  of  the  balls, 
which,  w^henever  they 
rolled,  echoed  along  the 
mountains  like  rumbling 
peals  of  thunder. 

As  Rip  approached 
the  dwarfs  ceased  play- 
ing. They  emptied  the 
contents  of  the  keg  into 
large  flagons  and  motioned  Rip  to  serve  them.  He 
obeyed  with  fear  and  trembling,  which  gradually  sub- 
sided as  they  resumed  their  game.  Soon  he  tasted  the 
liquor,  and  finding  it  agreeable,  drank  again  and  again. 
His  eyes  swam,  his  head  gradually  declined,  and  he  fell 
into  a  deep  sleep. 

81.   Describe  from  this  outline  the  carouse  of  the  dwarfs. 


LESSON   XXXVII. 

SENTENCE  EXERCISES. 
DIRECT    AND    INDIRECT    OBJECT. 

To  THE  Teacher,  —  There  are  a  few  verbs  in  English  that  may  be 
followed  by  two  objects  ;  one  direct  and  the  other  indirect.  The  indirect 
object  may  be  known  by  the  fact  that  it  is  the  object  of  a  preposition, 
usually  to  and  sometimes  for,  expressed  or  understood.  The  preposi- 
tion is  used  when  the  indirect /oZZoios  the  direct  object. 


VERB    MODIFICATIONS.  117 

Son  -  wrilc  -  letter  -  father.  Government  -  give  -  In- 
dians food.  President  -  present  -  sword  -  general.  Ja- 
eol)  -  give  -  Jo.seph  -  eoat.  Merchant  -  sent  -  goods  - 
eustomer.  'I'eaelier  -  teaeh  -  grammar  -  pupils.  Father  - 
promise  -  ponv  -  son.  Farmer  -  offer  -  food  -  heggar. 
Dog  -  liring  -  l>ird  -  master. 

82.  Arrange  tliese  groups  of  words  into  sentences,  niakinj; 
the  verbs  express  past  time,  and  placing  the  direct  ohjeet  first 
and  the  indirect  object  with  to  or  for  last.  —  Ex. :  The  sou 
wrote  a  letter  (direct)  to  his  father  (indirect). 

83.  Change  the  order  of  the  objects,  putting  the  indirect 
object  first ;  make  the  verbs  express  present  time.  —  Ex. :  The 
son  writes  his  father  (indirect)  a  letter  (direct).  Notice  that 
the  indirect  object  follows  the  word  to  or  for  expressed  or 
understood ;  if  the  indirect  object  follows  the  direct,  the  prepo- 
sition to  or  for  is  used,  but  if  it  precedes  the  direct  object,  the 
word  to  or  for  is  not  used. 

84.  Place  the  verb  in  the  passive  form,  using  the  direct 
object  as  subject.  —  Ex. :  A  letter  teas  written  to  the  father  by 
the  son. 

Who  gave  what  f  To  whom  ?  Bring,  get,  wish,  promise, 
deny,  send,  tell,  steal,  prepare,  make,  offer,  sell,  teach, 
show. 

85.  Form  sentences  from  these  verbs,  completing  the  mean- 
ing of  each  verb  with  a  direct  and  an  indirect  object,  the  di- 
rect object  being  placed  first.  —  Ex. :  The  father  gave  a  pony  to 
his  son. 

86.  Make  the  verbs  express  future  time,  and  place  the  indi- 
rect object  before  the  direct  when  this  will  sound  well.  —  Ex.  : 
The  father  will  give  his  son  a  pony. 


118  LANGUAGE    LESSONS. 

LESSON   XXXVIII. 

WORD   STUDIES. 

NOUNS    DERIVED    FROM    VERBS    BY    A    CHANGE    IN    THE 
SPELLING    OF    THE    VERB. 

THE    WOODS    IN    SPRING. 

The  streams  have  burst  their  icy  bonds.  The  cold  blasts 
of  winter  have  departed.  The  frost  is  out  of  the  ground. 
The  plants  have  begun  their  new  growth.  From  every 
tree-top  is  heard  the  song  of  birds.  The  beast  of  prey 
deserts  his  winter  lair.  The  fish  are  again  tempted  by 
the  fisherman's  bait.  Water  falls  in  drops  from  over- 
hanging rock.  Blackbirds  wheel  in  rapid  flight  over  our 
heads.     All  the  animals  seek  iov  food. 

87.  Keconstruct  these  sentences  so  that  you  may  use  verbs 
instead  of  the  italicized  nouns.  (Note  the  change  in  spelling.) 
—  Ex.:  Ice  no  longer  hinds  the  streams.  The  cold  winds  of 
winter  no  longer  hJow. 

Burden,  choice,  clothes,  deed,  draft,  draught,  gift, 
knowledge,  proof,  slain,  speech,  stroke,  tale. 

88.  Find  the  verb  from  which  each  of  these  nouns  was 
derived,  and  put  it  in  a  sentence.  —  Ex. :  This  is  my  choice ; 
what  do  you  choose  ? 

To  speak,  to  thieve,  to  think,  to  weigh,  to  break,  to 
draw,  to  drive  (snow),  to  weave,  to  beat  (strike,  as  a  ball), 
to  float,  to  bend  (the  disposition  of  a  person),  to  dig,  to  fell. 

89.  Derive  a  noun  with  changed  spelling  from  each  of  these 
verbs.  (Do  not  use  prefix  or  suffix.)  —  Ex. :  Let  your  speech 
be  clear  and  direct.     Theft  is  punished  by  law. 


VERB    MODIFICATIONS.  110 

Rules  and  Principles. 

1.  The  object  is  a  word  used  to  complete  the  meaning  of  a 
transitive  verb,  and  it  answers  the  question,  What?  or  Whom? 
The  fox  catches  w?iatf  The  fox  catches  rabbits.  The  fox  sees 
whom  f    The  fox  sees  the  hunter. 

2.  The  indirect  object  is  a  word  used  with  to  or  for,  ex- 
pressed or  understood,  to  complete  the  meaning  of  the  verb.  — 
Ex.:  (a)  Give  the  book  to  tchomf  Give  the  book  to  me,  or 
Give  me  the  book.  (6)  Make  a  kite  for  whom?  Make  a 
kite  for  Harry,  or  Make  Harry  a  kite.  Notice  that  when 
the  indirect  object  folloics  the  direct  object  the  preposition 
to  or  for  is  used,  and  when  it  precedes  the  direct  object  the 
preposition  is  omitted. 

3.  The  object  may  be :  — 

(a)  A  noun.  —  Ex. :  The  doctor  gave  medicine  (direct)  to  the 
patient  (indirect). 

(6)  An  adjective  used  as  a  noun.  —  Ex. :  All  admire  the  dili- 
gent (direct).  The  earth  yields  abundance  (direct)  to  the 
industrious  (indirect). 

(c)  A  participle  or  infinitive.  —  Ex.:  Honest  people  condemn 

stealing  (direct).     The  thrush  loves  to  sing  (direct). 

(d)  A  personal  pronoun.  —  Ex.:  Visit  me  (direct).     Write  to 

me  (indirect). 

4.  There  are  transitive  and  intransitive  verbs.  The  transi- 
tive verb  when  in  the  active  form  is  followed  by  an  object,  in 
most  cases,  and  permits  one  in  all  cases,  but  the  intransitive 
verb  does  not  admit  of  an  object. 

6.  The  transitive  verb  may  be  put  into  the  passive  form, 
but  the  intransitive  verb  has  no  passive  form.  —  Ex. :  The  boy 
catches  (active)  the  ball.  The  ball  is  caught  (passive)  by  the 
boy.  —  Ex. :  The  bird  flies. 

6.  The  transitive  verb  may  be  followed  by  a  direct  object 
alone ;  or  by  a  direct  object  and  by  an  indirect  object,  i.e.,  a 
noun  used  as  the  object  of  to  or  for  expressed  or  understood.  — 
Ex. :  Boys  play  ball.     Boys  recite  lessons  to  the  teacher. 


CHAPTER   IV. 


THE  ADVERBIAL  MODIFICATION. 


LESSON   XXXIX. 

To  THE  Teacher. — Refer  frequently  to  the  Rules  and  Principles  at 
the  close  of  this  chapter,  p.  133,  so  that  the  pupil  may  firmly  fix  in  mind 
the  range  of  adverbial  modification.  A  frequent  repetition  of  the  rules 
illustrated  by  a  lesson  Avill  help  the  pupil  to  comprehend  grq,mmatical 
distinctions. 

THE    BIRDS. 

a.  In  the  United  States  there  are  innumerable  birds. 
The  most  of  them  live  in  the  woods,  yet  many  are  found 
in  the  fields.  Some  are  seen  in  the  gardens,  and  a  few 
are  even  kept  in  our  houses.  The  eagle  builds  her  nest 
upon  the  highest  rock,  while  the  wren  forms  her  snug  and 
tiny  nest  in  the  wayside  hedge.  The  swallow  plasters 
her  nest  upon  the  gable  of  the  house  or  under  the  eaves 
of  the  barn.  Out  in  the  wheatfield  we  hear  the  whistle 
of  the  quail.  The  noise  of  the  ducks  and  geese  comes  to 
us  from  the  pond.  The  birds  of  prey  dart  downward 
through  the  air.     Everywhere  we  find  the  birds. 

h.  In  autumn  the  migratory  birds  leave  us,  but  they 
return  in  the  spring.  Even  in  March  we  hear  the  call  of 
the  robin.     At  the  same  time  the  bold  and  saucy  blue-jay 

120 


THE    ADVKUniAI.    MODIFICATION.  121 

pays  us  his  first  visits.  One  hears  tlie  sweet  songs  of  the 
birds  from  May  until  October.  Some  of  them  remain  with 
us  during  the  winter. 

c.  There  are  many  things  that  birds  can  do.  The  swal- 
lows tly  with  the  greatest  ease.  The  ostrich  runs  rapidly. 
Swimming  birds  dive  with  much  skill.  The  owl  moves 
noiselessly  through  the  night  air.  Birds  of  prey  search 
out  their  victims  with  keen  vision. 

d.  Nearly  all  birds  build  skillfully  made  nests  with 
their  bills  and  feet.  Some  make  them  out  of  straw,  and 
the  little  birds  usually  line  them  with  wool.  The  large 
birds  of  prey  build  theirs  from  small  sticks  and  twigs. 
For  the  most  part  they  hatch  the  eggs  with  the  warmth 
of  the  body.  Many  birds  are  highly  valued  on  account 
of  their  eggs,  while  others  are  prized  for  their  flesh  and 
feathers.     Still  others  charm  us  with  their  songs. 

90.  Inquire  for  the  words  under  a  that  answer  the  questions, 
Where?     Whence?     Whither? 

91.  Inquire  for  the  words  under  b  that  answer  the  ques- 
tions, When?    How  often?    How  long? 

92.  Inquire  for  the  words  under  c  that  answer  the  question, 
How? 

93.  Inquire  for  the  words  imder  d  that  answer  the  questions, 
Out  of  what?     With  what?    By  what  means?     Why? 

Note.  —  Adverbial  words,  or  phrases  of  places  answer  the 
questions,  ir/iere?  Whence?  Whither?  Those  of  <<'»«€  answer 
the  questions,  Tf'^cn ?  How  often?  Hoto  long?  Those  of  paw- 
ner answer  the  question,  How?  Those  of  cause  and  effect 
answer  the  question.  Why? 


122  LANGUAGE    LESSONS. 

LESSON   XL. 

A  LETTER  FROM  DRESDEN. 

Dear  Frank :  — 

Only  four  weeks  ago  we  steamed  out  of  New  York 
bay.  Now  we  are  thousands  of  miles  from  home  in  this 
old  German  city.  Yesterday,  in  company  with  father  I 
visited  the  fortress  Koenigstein.  We  started  early  in  the 
morning.  The  trip  was  rather  long.  Finally,  however, 
we  reached  the  city  of  Koenigstein.  Near  by,  a  steep 
mountain  rises,  on  the  top  of  which  there  is  a  fortress  of 
the  same  name.  We  climbed  the  steep  path  to  the  top  in 
three  quarters  of  an  hour.  Here  we  had  a  splendid  view. 
Round  about  us  lay  mountains  and  valleys.  Across  the 
river  rose  the  high  mountain  Lilienstein,  where  a  Saxon 
army  of  14,000  men  once  had  to  surrender  to  Frederick 
the  Great.  Farther  off  glanced  the  giant  mountains  of 
Bohemia.  The  Elbe  river  crept  along  far  below  us.  We 
walked  around  the  ramparts  of  the  fortress  several  times. 
Something  new  and  beautiful  met  the  eye  at  every  point. 
Then  we  began  to  examine  the  fortress  itself  more  care- 
fully. It  consists  of  masonry  only  in  part,  most  of  it 
being  hewn  out  of  the  solid  rock.  The  fortress  Avell 
seemed  very  remarkable  to  us.  It  is  620  feet  deep,  right 
down  through  the  rock,  and  has  Qb  feet  of  water  in  it. 
By  and  by  the  time  of  departure  came.  We  took  our 
farewell  view  from  the  finest  point,  and  hastened  down 
to  the  steamboat.  Soon  we  were  steaming  along  on  our 
homeward  journey. 

Your  tired  but  happy  schoolmate, 

James  Patton. 

Dresden,  Germany,  Aug.  5,  1897. 


THE    ADVERBIAL    MODIFICATION. 


123 


94.  Select  tlie  adverbial  modifiers  of  time,  place,  and 
manner. 

95.  Express  these  adverbial  word  modifiers  in  phrases 
(preposition  and  noun),  as  far  as  you  can.  —  Ex.:  We  are 
at  present  thousands,  etc. 


LESSON   XLL 


COMPOSITION   EXERCISES. 


BENJAMIN   FRANKLIN. 


96.  Born  1706 ;  brothers  and  sisters ; 
becomes  a  printer ;  efforts  to  improve ; 
table  of  virtues;  postmaster;  inventor 
of  lightning  rod ;  sent  as  Commissioner 
to  England;  secures  help  of  France; 
treaty  of  peace  with  England  in  1783 ; 
residence  in  Paris  until  1785;  death 
1790.     Write  an  epitaph  for  the  great  man 


FKOM  THE  LIFE  OF  A  MOLE. 

(Related  by  himself.) 

97.    1.   Strange   fellow,  tunneler,   an  enemy   to  the   light. 

2.  Is  hunted,  lonely  life, 
shyness.  3.  Body  with  re- 
spect to  size,  color,  ears, 
eyes,  feet,  fur,  etc.  4.  Dwell- 
ing-place, arrangement,  run- 
ways. 5.  Appetite,  food. 
6.  Defense  against  accusers, 
not  a  plant  eater,  has  teeth  only  for  animal  food,  more  useful 
than  injurious  to  man.     7.    Petition  for  protection. 

FROM    THE    LIFE    OF    A    BAT. 

(Uelated  by  biniself.) 

96.    1.    Despised  above  all  creatures.      2.    Lack  of  bodily 
beauty :    head.  ears.  eyes,  mouth,  neck,  wings,  color  of  hair. 


124  LANGUAGE    LESSONS. 

half  inammal,  half  bird.     3.  Sleep  in  dark  places  during  the 

sunshine,  nightly  occupations.  4.  Comparison  of  flying  appa- 
ratus with  that  of  the 
bird.  5.  Complaint 
against  the  groundless 
charges  of  men.  6.  Over- 
sight of  usefulness,  de- 
struction of  injurious  noc- 
turnal insects.    7.  Special 

litness  for  their  capture  on  account  of  hearing,  scent,  and  teeth. 

8.  Enemies :  cats,  foxes,  weasels,  owls :  no  rest  from  enemies 

in  winter  sleep. 


LESSON   XLII. 

THE    ADVERB    OF    PLACE.  , 

WATER. 

From  what  does  water  flow  ?  Where  are  the  springs, 
mostly  ?  Whither  do  the  brooks  flow  ?  Into  what  does 
the  water  of  the  brook  empty  ?  Where  else  might  it  flow  ? 
Where  does  almost  all  water  come  together?  Whither 
does  the  water  rise  as  vapor  ?  Whither  does  it  float  as 
clouds  ?  Where  does  it  afterwards  fall  as  rain  or  snow  ? 
Where  does  it  gather  again  at  last  ? 

99.  Answer  the  questions,  and  underline  the  adverbial  modi- 
fiers of  place.  —  Ex.:  Water  flows  from  springs.  The  springs 
are  mostly  in  the  mountains. 

100.  Eor  each  of  the  following  adverbs  find  another  of  op- 
posite meaning  and  use  it  in  a  sentence :  Forward,  over,  here, 
hither,  right,  outside,  early,  forenoon,  yesterday,  willingly.  — 
Ex.  :  Forward  -  back.  Stand  back  from  the  lion's  cage. 
Early  -  late.     Better  late  than  never. 


THE    ADVERBIAL    MODIFICATION.  125 

LESSON    XLIII. 

WORD  STUDIES. 
X<»UNS    DEKIVED    FROM    N0UX8,    ADJECTIVES,    AND    VERBS. 

Ling,  let,  kin.  What  does  one  call  a  little  duck  ?  a 
little  goose  ?  a  little  lamb  ?  a  little  man  ?  a  little  cat  (from 
resemblance  to  a  cat's  tail)  ?  a  little  brook  ?  a  little  brace  ? 
a  little  leaf?  a  little  ring  (of  hair)?  a  little  stream?  a 
little  ball  (dance)  ?  What  do  we  call  a  deserted  child  that 
is  found  ?  one  that  has  been  changed  by  the  fairies  ?  one 
that  nurses?  one  that  is  dear?  What  do  we  call  a  young 
bird  in  the  nest?  a  tree  that  grows  from  the  seed?  an 
animal  a  year  old?  a  man  who  is  hired  (to  do  a  mean 
service)  ?  a  first-born  animal  ?  a  very  young  tree  ?  (Why  ?) 
A  person  that  is  inferior  to  others  (under)  ? 

101.  Form  derivative  nouns  from  the  words  given  above,  by 
using  the  syllables  given  as  suffixes  (terminal  syllables). — 
Ex. :  We  call  a  little  duck  a  duckling. 

DoM,  HOOD.  Knight,  martyr,  child,  serf,  man,  woman, 
widow,  thrall,  maiden,  boy,  wise  (adj.),  free  (adj.). 

102.  Form  derivative  nouns  showing  state  or  condition,  and 
place  them  in  sentences.  —  Ex.:  The  hero  was  honored  with 
knighthood. 

•o* 

LESSON   XLIV. 

THE   ADVERB   OF   TIME. 
THE  SEASONS. 

When  does  spring  begin?  How  long  are  the  nights 
then  ?     When  does  the  sun  rise  ?     At  what  time  have  the 


126 


LANGUAGE    LESSONS. 


snow-drops  already  bloomed?  When  do  the  violets  ap- 
pear? When  does  summer  begin?  How  long  are  the 
longest  days  ?  When  is  it  the  hottest  ?  When  is  the 
wheat  harvested  ?  When  does  autumn  begin  ?  When  do 
the  apples  ripen  ?  When  is  the  corn  husked  ?  When 
do  the  leaves  grow  yellow  and  red,  and  fall  off  ?  When 
does  winter  make  its  entrance  ?  When  does  Christmas 
come  ?  How  long  is  each  season  ?  How  often  do  the 
seasons  change  ? 

103.    Answer  the  questions,  underlining  the  adverb  of  time, 
in  this  lesson  a  word  or  phrase. 


LESSON   XLV. 

THE   AWAKENING.  • 

On  awakening,  Rip  found  himself  on  the  green  knoll 
from  which  he  had  first  seen  the  old  man  of  the  glen.  He 
rubbed  his  eyes.     It  was  a  bright  morning.     *'  Surely,*" 

thought  Rip,  "  I  have 
not  slept  here  all  night." 
He  recalled  the  occur- 
rences before  he  fell 
asleep.  The  strange 
man  with  the  liquor  — 
the  ravine  —  the  wild 
retreat  among  the  rocks 
—  the  woe-begone  part}'- 
at  ninepins — the  flagon 
—  "  Oh  !  that  wicked  flagon  !  "  thought  Rip  —  ''  What  ex- 
cuse shall  I  make  to  Dame  Van  Winkle  ?  " 

He  looked  round  for  his  gun,  but  in  place  of  the  clean, 


THE    ADVERBIAL    MODIFICATION.  127 

well-oiled  fowling-piece,  he  found  an  old  firelock  lying  by 
him,  the  barrel  encrusted  with  rust,  the  lock  falling  off, 
and  the  stock  worm-eaten.  He  suspected  the  dwarfs  had 
put  a  trick  upon  him.  His  dog  Wolf  had  disappeared. 
He  whistled  after  him  and  shouted  his  name,  but  all  in 
vain ;  the  echoes  repeated  his  whistle  and  shout,  but  no 
dog  was  to  be  seen.  He  determined  to  go  home.  As  he 
rose  to  walk,  lie  found  himself  stiff  in  the  joints.  "  These 
mountain  beds  do  not  agree  with  me,"  thought  Rip,  "  and 
if  this  frolic  should  lay  me  up  with  a  tit  of  the  rheuma- 
tism, I  shall  have  a  blessed  time  with  Dame  Van  Winkle." 

104.  From  this  outline,  describe  the  awakening. 

LESSON   XLVI. 

THE   ADVERB   OF    MANNER. 
A   SUMMER    EVENING. 

How  does  the  sun  set  ?  How  are  the  clouds  colored  ? 
flow  does  the  air  move?  How  does  the  farmer  return 
home  ?  How  do  the  horses  go  to  their  stalls  ?  How  do 
the  insects  buzz  about  ?  How  do  the  frogs  croak  ?  How 
does  the  owl  fly  ?  How  do  the  eyes  of  the  child  droop  ? 
How  does  it  fall  asleep  ? 

105.  Answer  the  questions,  noting  the  adverb  of  manner. 

LESSON   XLVII. 

DESCRIPTIONS    FROM    OUTLINE. 

To  THE  Teacher.  —  These  descriptions  from  outlines  are  mere  hints 
as  to  the  matter  and  order  of  the  composition.  Eacii  exercise  should  be 
preceded  by  a  conversation  about  the  topic.     Where  practicable  let  a  pic- 


128  LANGUAGE    LESSONS. 

ture  of  the  object  or  the  object  itself  be  before  the  class.  Encourage  the 
children  to  give  the  results  of  their  observation  or  reading,  and  lead 
them  to  take  an  interest  in  looking  up  the  subject  before  tlie  recitation. 
Arrange  all  the  information  that  they  bring  to  the  class  under  the  heads 
given  in  the  outlines.     Guard  against  making  the  descriptions  too  long. 

THE    REINDEER. 

106.  1.  Cud-chewer.  2.  Size  of  the  deer ;  hair  in  summer,  in 
winter ;  mane ;  antlers.    3.  In  the  north ;  half  tame.     4.  Moss, 

or  lichen,  that  serves  as  food;  bad 
effect  of  ice-storms.  5.  Draft  and 
pack  animals ;  milk ;  skin ;  antlers ; 
flesh;  bones.  6.  Most  valuable 
domestic  animal  of  Laplanders. 

107.  Describe  according  to  the 
following  plan  a  number  of  animals 
that  have  been  discussed  in  the  class.  1.  Name,  clags,  order, 
or  species.  2.  Body.  3.  Where  found  ?  4.  Food  and  habits 
of  life.     5.  Use  or  harm. 

COAL. 

108.    1.  Combustible  mineral;  formed  from  buried  forests. 

2.  Description :    black ;    brittle ;    combustible ;    often    glossy. 

3.  Where  found :  in  mines ;  in  what  lands  ?  4.  Uses :  for 
heating ;  for  making  gas. 

LESSON   XLVIIL 

ADVERBS    OF    MATERIAL,    MEANS,    AND    CAUSE. 
FROM    BIBLE    HISTORY. 

Out  of  what  did  Noah  build  the  ark  ?  Out  of  what  did 
the  mother  of  Moses  make  his  little  ark?  W^ith  what 
did  she  smear  it  ?  Out  of  what  did  Aaron  make  an  idol  ? 
Of  what  were  the  tables  of  the  law  made  ?  With  what 
did  David  slay  Goliath  ?     By  what  means  did  Saul  rouse 


THE    ADVERBIAL    MODIFICATION.  129 

God's  anger  against   him?      On   account  of  what  was 
Solomon  distinguished  ?     Why  did  Cain  kill  Abel  ? 
109.   Answer  the  questions,  noting  the  adverbial  phrases. 


LESSON   XLIX. 

MATERIAL   AND    MEANS. 

Out  of  what  is  tlie  birds'  nest  built?  flour  made? 
money  stamped  ?  paper  made  ?  By  what  means  are  rocks 
blasted  ?  trees  uprooted  ?  machines  moved  ?  streets  lighted  ? 
fish  caught  ?  By  what  means  does  one  become  rich  ?  poor? 
wise  ?  sick  ? 

110.   Answer  the  questions  by  giving  the  material  or  the 


means. 

CAUSE. 


The  brothers  of  Joseph  sold  him  to  the  merchants. 
The  journey  must  be  given  up.  The  traveler  rejoiced. 
The  horse  is  much  prized.  Stones  sink  in  water.  Wash- 
ington would  not  lie.  The  fire  is  built.  The  pond  froze 
over.     Boys  skate. 

m.   In  each  case  make  a  statement  of  the  cause  or  reason. 


LESSON   L. 

PURPOSE. 

For  what  does  one  use  water  ?  powder  ?  wood  ?  salt  ? 
What  puri)08e  does  the  tongue  serve  ?  the  pen  ?  the 
house?  the  cane?  For  what  purpose  do  we  use  lime? 
chalk?   paper?   paint?   fire? 

112.  State  the  purpose  of  each  of  the  articles  named. — 
/.'  •      We  use  water  for  cooking,  washing,  and  drinking. 


130  LANGUAGE    LESSONS. 

LESSON   LI. 

DESCRIPTION    FROM    OUTLINES. 
THE    LION. 

113.  1.  Beast  of  prey ;  cat  family ;  king  of  beasts.   2.  Length, 

two  yards;  height,  one 
yard ;  body,  compact, 
powerful;  jaws;  teeth; 
tongue ;  eyes ;  mane ; 
breast ;  hinder  parts ; 
tail.  3.  In  the  daytime ; 
ravines;  jungles.  4.  At 
sundown,  search  for 
prey ;  roar.  5.  Cattle  ; 
sheep  ;  giraffes ;  antelopes ;  gazelles. 


LESSON   LII. 

REVIEW   OF  ADVERBS. 
THE   SILKWORM. 

The  silkworm  originally  came  from  China,  but  it  is  now 
at  home  in  Europe.  Two  European  monks  brought  it  to 
Greece.  From  there  it  gradually  spread  all  over  south 
Europe.  The  young  silkworms  hatch  out  from  tiny  eggs 
in  spring.  From  the  first  day  they  eat  the  leaves  of  the 
mulberry  tree.  They  continue  eating  for  six  weeks.  In 
the  meantime  they  moult  or  cast  their  skin  several  times. 
They  cease  to  eat  at  the  seventh  week.  By  this  time 
they  have  become  as  large  as  a  little  finger.  The  silk- 
worm now  encloses  itself  in  an  egg-shaped  cocoon  by 
moving  its  head  around  constantly  in  regular  order  for 


THE    ADVERBIAL    MODIFICATION.  131 

about  three  days.  The  cocoon  consists  of  a  thread  about 
4000  yards  long,  spun  with  great  skill.  Men  can  unwind 
this  thread  with  instruments.  The  silkworm  is  very 
highly  prized  on  account  of  its  thread,  out  of  which  valu- 
able silk  goods  are  made. 

114.  Inquire  (a)  for  the  adverbial  idea  of  place  with  WJieref 
From  what  place?  (whence?)  To  what  place?  (whither?) 
(b)  For  adverbs  of  time  with  When?  How  long?  How 
often f  (c)  For  those  of  manner  with  How?  (d)  Reason 
with  Why?    VvLipose,  for  tchat purpose?    Meajis,  with  what? 


LESSON   LIII. 

DESCRIPTION    FROM    OUTLINE. 
THE  ELEPHANT. 

To  THB  Teacher.  —  It  will  add  greatly  to  the  interest,  if  the  children 
are  encouraged  to  look  up  facts  and  incidents  about  elephants.  Brief 
narratives  concerning  them  may  be  brought  to  the  class  and  read  aloud. 
The  points  thus  brought  out  may  be  used  to  elaborate  the  description  ;  or 
the  material  thus  acquired  may  serve  for  a  new  exercise. 

115.  Pachyderm  (thick-skinned  animal).  Giant  among  land 
animals.  2.  Length,  from  four 
to  six  yards.  Weight,  from 
eight  to  nine  thousand  pounds ; 
skin;  head;  eyes;  ears;  trunk; 
tusks ;  ivory  ;  neck  ;  legs. 
3.  Africa,  India;  woods  sup- 
plied with  plenty  of  water; 
in  herds.  4.  Foliage  of  trees ; 
young  twigs ;  maize ;  rice ;  teachable.  6.  Pack  and  draught 
animal. 


132  LANGUAGE    LESSONS. 

LESSON   LIV. 

THE  MOLE. 

The  mole  has  his  dwelling  heyieath  the  earth.  He  is 
the  miner  among  animals.  His  whole  body  is  adapted  to 
such  »  life.  It  is  about  six  inches  long,  from  tail  to  nose, 
and  is  covered  with  thick,  velvet-like  fur.  The  small 
eyes  are  concealed  by  the  fur.  Four  short  feet  extend 
from  his  body.  They  are  adapted  to  digging  and  shov- 
eling under  the  earth.  The  mole  is  fond  of  making  his 
home  in  gardens  and  meadows.  He  burrows  runways 
for  himself  in  the  ground.  Those  dug  in  winter  are 
deeper  than  those  made  in  summer.  He  can  run  very 
rapidly  in  these  channels.  We  know  from  his  teeth  that 
he  is  an  insect  eater.  No  one  has  ever  found  plant  food 
in  his  stomach.  But  in  spite  of  his  usefulness  his  life 
is  sought  by  man,  for  he  ridges  up  the  earth  as  he  bur- 
rows. He  also  cuts  off  the  roots  of  plants  in  his  search 
for  insects.  The  mole  will  live  on  good  terms  with  no 
other  animal.  On  this  account  he  is  often  engaged  in 
strife.  Two  moles  in  the  same  runways  will  fight  with 
each  other  until  one  of  them  is  killed. 

116.  Select  the  adverbial  phrases  (preposition  and  noun) 
and  tell  what  adverbial  ideas  they  express. 

DESCRIPTION    FROM    OUTLINE. 
IRON. 

117.  1.  (What  it  is)  Metal,  seven  to  eight  times  as  heavy 
as  water.  2.  (Mining  and  kinds)  Earth.  Iron  ore,  miner, 
stamping  mill,  smelting  furnace.     Pig-iron,  cast-iron.     Former, 


THE    ADVERBIAL    MODIFICATION.  138 

hard,  brittle ;  latter,  tough,  ductile.  Steel ;  production  of  steel, 
steel  elastic.  3.  (Uses)  AVorkmen  who  work  up  iron;  tools; 
instruments ;  in  castings,  kettles,  stoves,  etc.  Iron  indispen- 
sable ;  easily  rusted ;  cover  with  paint. 

Rules  and  Principles. 

1.  Adverbs  are  words  that  indicate  time,  place,  cause,  man- 
ner, degree,  origin,  purpose,  or  means.  They  usually  modify 
verbs,  but  they  may  also  modify  adjectives  (The  day  is  exceed- 
ingly warm),  or  adverbs  (The  song  was  very  sweetly  sung). 

2.  Adverbial  words  or  phrases  of  place  answer  the  questions 
Where?  To  tchat  place?  (whither  ?)  From  what  place?  (Whence  ?) 
—  Ex. :  The  bird  sings  in  the  tree.  The  bird  flies  to  the  tree. 
The  apple  falls  from  the  tree. 

3.  Adverbial  words  or  phrases  of  time  answer  the  questions 
When?  How  long?  How  ojten?  We  have  thunder  storms  m 
summer.    They  often  last /or  hours.     It  lightens  often. 

4.  The  adverbial  element  of  manner  answers  the  questions 
Hotc?  In  what  manner? — Ex. :  How  did  Solomon  rule?  Solo- 
mon ruled  wisely. 

5.  The  adverb  of  cause  answers  the  question  Why?  That 
of  degree,  How  much?  That  of  origin,  Out  of  tchat?  That  of 
purj)ose,  Why?  For  ichat  puipose?  That  of  means.  Whereby? 
With  what? — Ex.:  The  mother  cries  for  joy  (cause);  the  air 
is  very  sultr>'  (degree);  the  ring  is  made  of  gold  (origin); 
wings  serve  for  flying  (end  or  purpose) ;  one  becomes  skillful 
by  practice  (means). 

6.  The  adverbial  idea  is  expressed :  — 

(a)  By  words :  Yonder,  always,  faithfully,  almost,  etc. 
(6)  By  phrases :  At  noon,  by  the  river,  for  fun,  with  prompt- 
ness, out  of  sticks,  by  hand,  etc. 
(c)   By  clauses:    Boys  skate,  because  they  enjoy  the  sport. 

Note.  —  Adverbial  clauses  are  fully  treated  on  pages  180-184. 


CHAPTER   y. 


SENTENCE    FORMS. 


DECLARATION,    QUESTION,    COMMAND    OR   ENTREATY,    EXCLA- 
MATION. 

LESSON   LV. 

ZEUS  AND  THE   SHEEP. 

• 

Sheep  :  O,  Eternal  Father,  in  what  helplessness  hast 
Thou  created  me  !  I  must  suffer  from  all  animals.  If  I 
could  only  defend  myself.  Moderate  my  misery,  my 
Creator! 

Zeus  :  I  well  perceive,  my  faithful  creature,  you  are 
too  defenseless.  Shall  I  furnish  your  mouth  with  savage 
teeth,  and  your  feet  with  claws  ? 

Sheep  :  O,  no ;  let  me  have  nothing  in  common  with 
ferocious  beasts. 

Zeus  :  Or  shall  I  put  poison  in  your  mouth  ? 

Sheep  :  Ah,  if  I  would  not  then  be  hated  like  the  poi- 
sonous snake ! 

Zeus  :  What  then  shall  I  do  ?  I  will  plant  horns  on 
your  head  and  strengthen  your  neck. 

Sheep  :  Not  that  either,  good  Father.  How  easily  I 
might  become  quarrelsome,  like  the  goat. 

134 


SENTENCE    FORMS.  136 

Zeus  :  But  reflect.  You  must  yourself  be  able  to  do 
harm,  if  others  are  to  fear  to  harm  you.    Choose,  therefore. 

Sheep  :  O  leave  me  then,  good  Father,  as  I  am.  With 
the  power  to  harm,  how  easily  the  desire  to  harm  might 
arise  in  me.  Is  it  not  better  to  suffer  wrong  than  to  do 
wrong  ? 

Zeus  :  You  are  right,  good  Sheep.  O,  that  all  were  of 
the  same  mind !  Cherish  this  thought,  and  you  will  be 
happy. 

ua  Select  from  this  dialogue  (a)  the  declarative  or  narra- 
tive sentences ;  (b)  the  exclamatory  sentences ;  (c)  the  inter- 
rogative sentences ;  (d)  the  imperative  sentences  that  express 
(1)  an  entreaty,  (2)  a  command.  Observe  carefully  the  punct- 
uation marks  used  at  the  close  of  these  sentences. 


LESSON   LVI. 

SENTENCE   EXERCISES. 

119.  Write  (a)  five  proverbs  or  sayings  containing  a  com- 
mand. —  Ex. :  Look  before  you  leap ;  (6)  ten  questions  in 
geography  and  answer  them ;  (c)  wishes  in  youth,  in  age,  in 
good  fortune,  in  misfortune,  upon  going  to  sleep,  upon  waking; 
(d)  exclamations  at  the  sight. of  the  starry  heavens,  upon  the 
arrival  of  a  long-expected  friend,  upon  the  receipt  of  sad 
news;  (e)  petitions  in  the  imperative  form,  with  nouns  used 
in  address;  for  example.  Father,  forgive  them. 

Remark.  —  Words  like  O  and  Ah  are  often  used  in  exclama- 
tions, and  are  called  interjections.  Observe  the  punctuation  of 
these  words  in  Lesson  LV.  Should  O  or  Ah  constitute  the 
entire  exclamation,  then  the  exclamation  mark  would  follow 
it  directly ;  thus,  0!  Ah! 


136  LANGUAGE    LESSONS. 

LESSON   LVII. 

DESCRIPTION    FROM    OUTLINE. 
THE   FLY. 

120.  1.  Insect.  2.  Shape  of  body  ;  parts ;  head ;  eyes ;  pro- 
boscis; thorax;  two  wings;  six  legs;  structure  of  legs  and 
wings.  3.  Larvae  in  decaying  matter ;  perfect  insect ;  dwelling 
rooms ;  stables ;  pantries.  4.  Sweet  things,  all  kinds  of  food, 
but  in  fluid  state.  5.  Food  for  birds  and  frogs ;  injurious  to 
man ;  soiling  walls  and  furniture ;  sucking  of  blood ;  rapid  in- 
crease ;  means  for  destruction. 


LESSON   LVm. 

DESCRIPTION    FROM    OUTLINE. 
THE   CARP. 

121.  1.  Eiver  fish.  2.  Form  of  body ;  size ;  color  of  fins ; 
thick  lips  (beard) ;  shape  of  tail  fin ;  age.  3  and  4.  Ponds ; 
rivers  with  beds  of  mud.  Food:  worms,  larvae,  small  frogs, 
vegetable  matter,  decaying  animal  matter,  bread,  fruit,  potatoes, 
etc.  Enemies  :  pikes,  otters,  eagles,  herons,  muskrats,  ducks ; 
great  power  of  reproduction;  300,000  eggs  yearly.  5.  Food; 
well-flavored ;  fish  culture  ;  how  caught. 


LESSON   LIX. 

DESCRIPTION    FROM    OUTLINE. 
THE   HAZEL   BUSH. 

122.   1.  Bush  (why  so  called?).     2.   Bark  of  the  old  and 
young  stems;    form   and   margin  of  the   leaves;    catkins   in 


SENTENCE    FORMS.  137 

Febniary  and  March;  buds  with  crimson  stigmas;  nuts  in 
autumn;  hull;  shell;  kernel.  3.  Kernel  good  to  eat ;  children; 
squirrel;  nut-oil. 

Rules  and  Principles. 

1.  There  are  declarative,  interrogative,  imperative,  and 
exclamatory  sentences.  Imperative  sentences  may  express 
(1)  a  real  command,  or  (2)  an  entreaty. 

2.  A  declarative  sentence  should  be  followed  by  a  period ; 
an  interrogative  sentence,  by  an  interrogation  point;  an  im- 
perative sentence,  by  a  period;  an  exclamatory  word  or  sen- 
tence by  an  exclamation  point.  —  Ex. :  The  bell  rings.  Does 
the  bell  ring  ?    Ring,  bell.     How  the  bell  rings ! 

3.  Direct  quotations  contain  the  exact  words  of  another.  — 
Ex, :  The  fox  said,  "  Don't  forget  to  climb  out.  It's  cool  in 
the  well." 

4.  Separate  a  direct  quotation  from  the  rest  of  the  sentence 
by  a  comma  or  commas.  —  Ex.:  The  wolf  said,  "Six  months 
ago  your  father  abused  me."  "  Six  months  ago,"  replied  the 
lamb,  "  I  was  not  born." 

5.  Inclose  the  words  of  a  direct  quotation  in  quotation 
marks  ("  — ") ;  if  the  quotation  is  broken  into  two  parts  by 
the  words  of  the  speaker,  use  two  sets  of  quotation  marks.  — 
Ex. :  "  Why  do  you,"  said  the  wolf,  "  dirty  my  water  ?  " 

Xote.  —  For  drill  on  direct  quotations,  see  Chapter  II.  of 
Part  I. 


CHAPTER  VL 


BUSINESS    LETTERS. 


LESSON    LX. 

To  THE  Teacher.  — Business  letters  are  more  formal  and  concise  than 
those  of  friendship.  They  usually  omit  all  matters  not  pertaining  to  the 
subject  in  hand,  yet  they  must  be  full  enough  for  clear  understanding. 
The  pupils  should  be  drilled  upon  the  following  models  until  th^y  can  use 
them  readily.  For  the  addressing  of  the  envelope,  refer  the  pupils  to 
Part  I. 

BUSINESS  FORMS. 


dOO  Wabash  Ave., 

[Form  1.] 

Chicago,  III.,  Sept.  9, 1896. 


Messrs.  Brown,  Smith,  Sf  Co., 

Buffalo,  J^.  Y. 

Gentlemen :  — Please  forward  hy  Adam^s  Ex- 
press, etc. 


Very  truly  yours, 

James  M.  Gillespie. 


138 


BUSINESS    LETTERS.  189 


London  Grove, 

IFonn  2.] 

Cluster  Co.,  Pa., 

March  12,  1897. 


Publishers,  "Youth's  Companion," 
Boston^  Mass. 

Sirs:— Please  find  inclosed  postal  note  for  one 
dollar  and  seventy-five  cents  to  pay,  etc. 

Respectfully  yours, 

Mabel  M.  Smith. 


IForin  3.] 

Dr.  Lyman  R.  Jones, 

Supt.  of  City  Schools, 

Louisville,  Ky. 

My  dear  Sir:—  Will  you  kindly  inform  m,e  if 
there  are  to  be  any  vacancies,  etc. 


Sincerely  yours, 

Harriet  L.  Jacdbs. 

Richmond,  Ind., 

April  4, 1897  > 

140  LANGUAGE    LESSONS. 

LESSON   LXI. 

391  Locust  St., 

Philadelphia,  Pa., 
T  Txr  June  21,  1896. 

John  Wanamaker, 

Market  St.,  Philadelphia. 

Bear  Sir:  —  I  Avish  to  apply  for  a  position  as 
Cash  Boy,  in  answer  to  your  advertisement  in  the  morn- 
ing "Ledger." 

I  am  thirteen  years  old,  and  have  just  graduated  from 
the  grammar  school  in  this  city.  I  am  well  and  strong, 
and  am  not  afraid  of  hard  work.  1  think  1  can  earn 
four  dollars  a  week,  and  shall  try  to  be  faithful  to  my 
employer. 

My  teacher,  Mr.  James,  has  given  me  a  recommenda- 
tion, and  I  can  also  get  one  from  the  gentleman  for  whom 

I  worked  last  summer. 

Very  respectfully  yours, 

William  J.  Smedley. 

123.  This  letter  may  serve  as  a  model  for  others  on  similar 
topics. 


LESSON   LXIL 

To  THE  Teacher.  — Each  of  these  exercises,  well  done,  is  enongh  for 
one  lesson.  Additional  practice  in  writing  business  letters  can  be  easily 
provided,  if  thought  needful. 

124.  Ask  some  Y.  M.  C.  A.  president  with  whom  you  are 
acquainted,  by  letter,  to  introduce  and  recommend  you  to  a 
business  man,  for  the  purpose  of  obtaining  employment. 


BUSINESS    LETTERS.  141 

125.  Inclose  one  dollar  and  seventy-five  cents  to  Perry 
Mason  and  Company,  Boston,  Mass.,  201  Columbus  Ave.,  for 
the  "  Youth's  Companion,"  writing  the  letter  and  subscribing 
for  the  paper. 

126.  Send  a  letter  to  Strawbridge  and  Clothier,  Philad'a, 
asking  for  samples  of  goods  for  men's  suits,  appropriate  for 
summer  wear. 

127.  A  case  of  eggs  sent  from  the  west  to  your  mother,  was 
delayed  on  the  road  till  damaged.  Write  to  the  express  com- 
pany asking  for  reimbursement  of  loss. 

128.  Write  to  Dr.  Geo.  Warren,  1718  Walnut  St.,  Phila- 
delphia, for  an  appointment  to  do  your  annual  dentistry. 

129.  A  Summer  School  at  Ocean  Grove,  New  Jersey.  Best 
of  instruction,  most  healthful  and  delightful  location,  terms 
reasonable.  For  catalogue,  terms,  etc.,  address  James  A.  Gor- 
don, P.O.  box  40. 

Answer  this  advertisement  as  if  requested  by  your  mother, 
who  wishes  to  send  her  two  sons  for  two  months  to  the  school, 
especially  inquiring  about  the  out-door  enjoyments,  sailing, 
swimming,  etc. 

130.  Wanted,  Boy  about  17,  for  office  work  in  West  Phila- 
delphia :  hours,  7  a.m.  to  6  p.m.  Apply  by  letter,  giving  age, 
reference,  and  wages  expected,  to  788  Holly  St.,  West  Phila- 
delphia, Pa. 

131.  Suppose  you  have  trouble  with  your  back  or  side,  and 
wish  to  be  excused  from  calisthenic  practice.  Write  to  the 
Superintendent  or  to  the  Principal  of  the  School,  stating 
reasons  and  request,  and  referring  to  some  physician. 

132.  Charles  Adams,  Secretary  of  the  ^fonmouth  Athletic 
Club,  sends  a  challenge  to  the  "  Meriy  Men "  of  Hayden  for 
two  base  ball  games  beginning  on  the  twelfth  of  next  month. 
Answer  the  challenge,  accepting  or  refusing.  If  the  challenge 
is  not  accepted,  give  reasons. 


142  LANGUAGE    LESSONS. 

LESSON   LXIII. 

DESCRIPTION    FROM    OUTLINE. 
TREES. 

133.  1.  Natural  kingdom  to  which  they  belong.  2.  Parts  : 
root,  stem  (pith,  heart,  sapwood,  bark),  top  (branches,  limbs, 
twigs,  leaves,  flowers,  fruits,  seeds).  3.  Kinds.  4.  Use  or 
harm. 

Describe,  according  to  the  following  plan,  a  number  of 
plants  that  have  been  discussed  in  the  class. 

1.  Name,  order,  or  species.  2.  Outer  qualities :  roots,  stem, 
leaves,  fruits.     3.  Location.     4.  Use  or  harm. 


LESSON   LXIV. 

THE    STATE    OF    ILLINOIS. 

To  THE  Teacher.  —  It  is  well  to  keep  such  lessons  as  this  in  close 
connection  with  the  geography  work. 

134.  1.  Size;  population;  position  (in  the  Mississippi  Val- 
ley). 2.  Boundaries.  3.  Surface :  mostly  rolling  or  level 
prairies ;  northern  and  central  parts,  black  loam ;  southern, 
clayey  soil.  4.  Water  ways :  Mississippi,  Wabash,  Ohio, 
Rock,  Illinois,  Kaskaskia ;  lakes ;  canals.  5.  Climate,  change- 
able ;  productions :  corn,  wheat,  oats,  rye,  barley ;  cattle,  horses, 
sheep,  hogs;  many  manufacturing  establishments.  6.  Divi- 
sions (counties,  congressional  districts)  and  important  places : 
Chicago,  Springfield,  Peoria,  Bloomington,  Champaign,  etc. 

135.  Make  a  geographical  description  of  your  own  State 
according  to  the  following  plan :  1.  Name  and  size.  2.  Posi- 
tion  (boundaries,  etc.),  3.  Surface  and  waters.  4.  Produce 
tions  and  inhabitants.     5.  Noteworthy  things  or  places. 


DESCRIPTIONS.  148 

LESSON   LXV. 

DESCRIPTIONS   FROM   OUTLINE. 
IN   THE    GARDEN. 

136.  1.  Description.  2.  Various  kinds  of  gardens.  3.  How 
men  busy  themselves  in  the  garden.    4.  Animals  found  there. 

IN    THE    FIELDS. 

137.  1.  General  description.     2.  Different  kinds  of  fields. 

3.  Work  done  in  the  fields ;  farming,  description  of  the  same. 

4.  Inhabitants  of  the  fields  (animals). 

AT   THE    RIVER. 

138.  1.  Its  source.  2.  Its  course:  various  lands  passed 
through  or  bounded,  mountains,  cities,  valleys,  bridges.  Its 
mouth.  3.  Its  use:  carry  off  surplus  water,  make  valleys 
fruitful,  navigation,  mills  and  factories,  supply  cities,  water, 
baths,  fish.    4.  The  river  in  winter.    5.  Damage :  inundations. 

THE    SUMMER    EVENING. 

139.  1.  Decrease  of  heat,  grass,  leaves,  birds,  air,  rest. 
2.  Sunset,  last  rays,  hills  or  mountains,  horizon,  purple,  fading 
color  of  the  clouds,  twilight.  3.  Call  to  the  laborers,  return 
of  the  workers  from  the  field  and  shop.  4.  Approach  of  dark- 
ness, mooD,  stillness.     5.  Sleep. 

THE    THUNDER    STORM. 

140.  1.  Appearance  before  the  storm:  air,  plants,  animals, 
men ;  changes  in  the  heavens ;  cloud  pictures.  2.  During  the 
storm;  the  storm  and  its  effect  on  dust,  trees,  and  lakes  or 
rivers ;  anxiety,  shelter  of  men  and  beasts.  Darkness,  distant 
thunder,  lightning ;  approach  of  the  storm,  wind,  rain.  3.  After 
the  storm  ;  scattering  of  clouds ;  rainbow ;  song  of  birds ;  hum 
of  insects ;  all  nature  refreshed. 


144 


LANGUAGE    LESSONS. 


LESSON   LXVI. 


THE    RETURN. 

Rip  shook  his  head,  shouldered  his  rusty  firelock,  and 

with  a  heart  full  of  trouble  and  anxiety,  turned  his  foot- 
steps homeward.  As  he 
approached  the  village 
he  met  only  strangers 
dressed  in  a  fashion  dif- 
ferent from  that  to  which 
he  was  accustomed.  They 
stared  at  him  and  stroked 
their  chins.  Rip  did  the 
same,  only  to  find  that  his 
beard  had  grown  a  foot 
long. 
As  he  entered  the  village  a  troop  of  strange  children 

trooped  at  his  heels^  hooting  after  him  and  pointing  at  his 

gray   beard.        Strange 

dogs    barked    at    him. 

The  village  was  altered. 

It  had  new  streets  and 

more    houses  —  strange 

names    were    over    the 

doors  —  strange  faces  at 

the  windows. 

He    found    his    own 

home  gone  to  decay  — 

the   roof  fallen   in,  the 

windows  shattered,  and  the  doors  off  the  hinges. 

empty,  forlorn,  and  apparently  abandoned. 


It  was 


DESCRIPTIONS.  146 

"God  knows,'*  he  exclaimed  to  the  villagers  who 
gathered  around  him,  "  Tm  not  myself  —  Vm  somebody 
else  —  I  was  myself  last  night,  but  I  fell  asleep  on  the 
mountain,  and  everything's  changed,  and  I'm  changed, 
and  I  can't  tell  what's  my  name,  or  who  I  am."  All 
stood  amazed,  until  an  old  woman,  tottering  out  from 
the  crowd,  put  her  hand  to  her  brow,  and  peering  under 
it  in  his  face  for  a  moment,  exclaimed,  "  Sure  enough,  it 
is  Rip  Van  Winkle,  it  is  himself!  Welcome  home  again, 
old  neighbor.  —  Why,  where  have  you  been  these  twenty 
long  years  ?  " 

141.   From  this  outline  write  the  story  of  Rip's  return. 

BK.  II  —  K 


CHAPTER   VIL 


THE   CONTRACTED  SENTENCE. 


LESSON   LXVII. 

GOLD  AND  SILVER. 

Gold  and  silver  are  metals.  Both  are  lustrous  and 
tough.  They  may  be  melted,  hammered,  and  bent.  Gold 
is  a  very  rare  and  expensive  metal.  Silver  also 'belongs 
to  the  precious  and  rare  metals.  Gold  is  noted  for  its 
metallic  luster  and  its  beautiful  color.  It  is,  besides, 
heavy  and  soft.  Silver  is  harder,  but  not  so  heavy.  Gold 
is  found  in  greatest  quantities  in  America  and  Australia 
and  Africa.  It  is  dug  out  of  the  earth,  or  washed  out  of 
the  sands  of  the  rivers,  or  removed  from  powdered  rock 
and  earth  by  means  of  chemicals.  It  is  found  only  in  a 
pure  or  unmixed  state.  Rich  silver  mines  are  found  in 
Nevada,  Arizona,  New  Mexico,  and  Colorado. 

142.  Inquire  for  the  part  of  the  sentence  that  is  compounded 
(made  up  of  two  or  more  words  having  a  similar  use).  —  Ex.  : 
What  are  metals  ?     Gold  and  silver. 

143.  Change  each  sentence  into  as  many  separate  sentences 
as  there  are  words  of  similar  use  in  the  compounded  part.  — 
Ex. :  Gold  is  a  metal.     Silver  is  a  metal. 

146 


THE  CONTRACTED  SENTENCE.         147 

LESSON    LXVIII. 

DRILL  EXERCISES  IN  CONTRACTION. 

To  THE  Teachku.  —  In  these  drill  exercises  much  emphasis  should  be 
placed  upon  the  use  of  the  comma  in  the  series.  See  Rules  and  Principles 
at  the  close  of  the  chapter.  It  will  promote  progress  to  divide  the  class 
into  several  groups  by  numbering  one,  two,  three,  four,  etc.,  one,  two, 
three,  four,  etc.,  until  each  child  has  a  number,  and  then  assigning  a 
sentence  to  each  group  in  succession. 

1 .  Children  must  be  polite.  Children  must  be  prompt. 
Children  must  be  clean  (and).  2.  Labor  shuts  the  door 
on  the  doctor.  Peace  shuts  the  door  on  the  doctor  (and). 
3.  Men  change  quickly.  The  winds  change  quickly 
(and).  4.  Polite  words  do  much.  Polite  words  cost 
little  (and).  5.  Salt  makes  the  cheeks  red.  Bread 
makes  the  cheeks  red  (and).  6.  Drink  makes  many  a 
man  poor.  Cards  make  many  a  man  poor  (and).  7.  The 
worthless  borrow.     The  worthless  do  not  repay  (but). 

144.  Unite  the  sentences  under  each  number  into  a  single 
contracted  sentence.  —  Ex. :  Children  must  be  polite,  prompt, 
and  clean. 

VERSE  FOR   DICTATION. 
ARIEL'S   SONG. 

Where  the  bee  sucks,  there  suck  I ; 

In  the  cowslip's  bell  I  lie  ; 

There  I  couch  when  owls  do  cry ; 

On  the  bat*s  back  do  I  fly 

After  the  summer  merrily. 

Merrily  shall  I  live  now 

Under  the  blossom  that  hangs  on  the  bough. 


148 


LANGUAGE    LESSONS. 


LESSON   LXIX. 


COMPOSITION   EXERCISES. 


DEPARTURE  OF  A  PAIR  OF  SWALLOWS. 

(On  a  September  evening.) 

145.   Introduction,   swallows   upon  the   edge   of   the   nest, 

twitter ;  what  the  swallows  said : 

1.  Announcement  of  the  depar- 
ture (Reason,  preparation,  time). 

2.  Description  of  the  journey 
(Mountains,  sea,  dangers).  3.  De- 
scription of  the  new  home  (Tropi- 
cal land,  climate,  food).  4.  Thanks 
for  hospitality  received.  5.  Peti- 
tion to  spare  the  nest,  hope  of 
return.     6.   Farewell. 


HISTORY  OF  A  CHRISTMAS  TREE. 

(Told  by  himself.) 

146.  Introduction;  Christmas  Tree  in  the  corner  of  the 
yard,  sparrows  for  auditors.  1.  Life 
in  the  woods,  good  listening  place, 
comrades ;  special  pleasures  (Song 
of  birds,  company  of  rabbit,  wood- 
mice,  squirrel,  quiet,  the  noise  of 
the  hunt,  etc.).  2.  Departure  from 
the  woods,  snowy  December  morn- 
ing, woodman,  tree  dealer,  journey 
to  the  city.  3.  Arrival  at  the  sell- 
ing place,  exhibited  with  compan- 
ions, a  small  wood,  examination  by  the  customers,  chosen. 
4.  Fate  in  the  house,  decoration,  Christmas  eve,  the  room,  the 
company,  the  pleasure,  put  away  after  the  celebration,  con- 
clusion. 


THE    CONTRACTED   SENTENCE.  149 

8TOBT  OF  A  CENT. 

147.  Coined  1870,  news  boy,  candy  woman,  baker,  little 
maid,  savings  bank,  exchange,  laborer,  lost  from  pocket,  old 
woman,  contribution  box. 

FATE  OF  A  FLAX  STOCK. 

148.  In  the  field,  blossoms,  pulling,  breaking,  and  hatchel- 
ing,  the  spinner,  the  weaver,  the  bleacher,  the  merchant,  the 
housewife,  the  rag  man. 

149.  Lessons  similar  to  the  above :  fate  of  a  grain  of  wheat. 
History  of  a  coffee-bean.    What  the  moon  saw  on  Christmas  eve. 


LESSON   LXX. 

THE  SERIES. 

To  THE  Teacher.  — Let  each  pupil  answer  a  single  question,  making 
the  series  as  long  as  he  can  when  it  is  not  a  limited  one.  Some  of  the 
exercises  may  be  assigned  for  written  busy  work,  or  for  home  work, 
others  may  be  recited  orally  in  the  class,  or  they  may  be  written  upon 
paper  or  upon  the  blackboard. 

What  are  the  names  of  the  days  of  the  week  ?  of  the 
months  ?  What  are  the  four  cardinal  points  of  the  com- 
pass? What  are  the  chief  parts  of  a  plant?  of  the  human 
body  ?  Which  are  the  domestic  animals  ?  the  beasts  of 
prey?  the  songsters  among  birds?  What  minerals  are 
metals  ?  WHiat  are  the  names  of  the  New  England  States? 
of  the  large  rivers  flowing  into  the  Mississippi  River?  of 
the  towns  in  your  county? 

150.  Answer  each  of  the  above  questions  in  a  contracted  sen- 
tence. —  Ex. :  The  days  of  the  week  are  Sunday,  Monday,  etc. 

The  seasons  come  and  go  regularly.     Fruit  trees  must 


150  LANGUAGE    LESSONS. 

have  careful  culture  if  they  are  to  bear  fine  fruit.  Sivim- 
ming  birds  have  web  feet.  Firearms  are  now  highly  per- 
fected. The  legal  holidays  are  much  enjoyed  by  children. 
Three  great  rivers  flow  into  the  Mississippi.  Several  South- 
ern States  are  washed  by  the  Gulf  of  Mexico.  Many  great 
commercial  cities  are  situated  on  the  coast. 

151.  Form  contracted  sentences  from  the  above  by  using 
individual  names  instead  of  the  italicized  words.  —  Ex. : 
Spring,  summer,  autumn,  and  winter  come  and  go  regularly. 


LESSON   LXXI. 

What  does  the  farmer  do  ?  the  carpenter  ?  the  bee  ? 
How  may  the  water  be  ?  the  air  ?  the  pupil  ?  What  do 
people  do  in  church  ?  in  the  woods  ?  What  did  George 
Washington  do  ?  In  what  condition  was  America  when 
Columbus  discovered  it  ?  How  did  its  inhabitants  look  ? 
What  was  David. 

152.  Answer  the  questions  with  several  predicates,  connect- 
ing them  by  and  or  or.  —  Ex. :  (a)  The  farmer  plows,  harrows, 
sows,  harvests,  mows,  and  threshes.  (6)  The  carpenter  saws 
or  planes.     (Notice  the  punctuation.) 

What  kind  of  a  pupil  is  praised  ?  What  kind  of  an 
animal  is  the  dog  ?  the  cat  ?  the  lion  ?  How  many  wings 
have  insects  ?  How  many  days  has  a  month  ?  In  which 
month  does  Easter  come  ?  The  fruits  of  what  trees  are 
eaten  ?  Which  birds  have  web  feet  ?  Whose  dwelling 
is  beneath  the  surface  of  the  earth  ?  The  roots  of  what 
plants  do  we  eat?  From  what  hides  is  leather  made? 
Whose  life  does  the  fox  seek? 


THE  CONTRACTED  SENTENCE.  151 

153.  Answer  the  questions,  using  two  or  more  adjective 
modifiers  and  connecting  them  with  and  or  or.  —  Ex.:  A 
diligent  and  weil-behaved  pupil  is  praised. 

What  does  the  hunter  shoot  ?  What  does  the  fox  strive 
to  catch  ?  Whom  should  a  child  honor  ?  What  do  the 
chickens  eat?  What  does  the  soldier  defend?  Whom 
does  the  teacher  instruct?  What  do  the  horses  draw? 
What  does  the  farmer  sow  ? 

154.  Answer  the  questions,  using  several  objects  connected 
with  and  or  or. 


LESSON   LXXII. 

WORD  STUDIES. 

Ness,  In  the  night  it  is  dark.  In  the  forest  the  beasts 
are  wild.  The  apple  is  red.  A  friend  is  good  to  his 
friend.  Jacob  was  very  sad.  The  fate  of  Pharaoh's 
army  was  swift  and  bitter.  Cold  words  do  not  make 
glad  hearts.  The  weary  traveler  needs  quiet  rest.  A 
soft  answer  turneth  away  wrath.  Vile  words  often  lead 
to  base  deeds. 

155.  Change  the  sentences  so  that  nouns  ending  in  ness  will 
result.  —  Ex. :  Evil  doers  love  the  darkness  of  the  night. 

Good,  sweet,  slow,  black,  large,  small,  base,  hard,  cheap, 
smooth,  calm,  deaf,  rough. 

156.  Form  nouns  in  ness  from  the  foregoing  adjectives,  and 
place  the  nouns  in  sentences. — Ex.:  Goodness.  Thank  the 
Lord  for  his  goodness  to  the  children  of  men. 


152  LANGUAGE    LESSONS. 

Deadness,  lightness,  brightness,  fairness,  greatness, 
sameness,  madness,  holiness,  weakness,  fatness,  illness, 
readiness. 

157.  Place  each  of  these  nouns  in  a  sentence,  and  then  change 
the  sentence  so  as  to  use  the  adjective  from  which  the  noun  was 
derived.  —  Ex. :  It  was  the  deadness  of  the  limb  that  caused  it 
to  break  under  the  boy.     The  dead  limb  broke  under  the  boy. 


LESSON   LXXIII. 

Whither  do  the  singing  birds  go  in  the  autumn  ? 
Whence  do  we  obtain  sugar  ?  When  are  the  meadows 
mowed  ?  When  do  the  pupils  have  vacation  ?  How  do 
the  tulips  bloom  ?  From  what  is  sugar  made*?  With 
what  does  the  farmer  cultivate  his  land  ?  By  what  does 
one  recognize  a  bird  ?     To  what  does  idleness  lead  ? 

158.  Answer  the  questions,  using  two  or  more  words  con- 
nected by  and  or  or.  —  Ex. :  Sugar  is  made  from  cane  or  beets. 

IN   THE   GARDEN. 

Turnips,  men  -  animals,  serve  as  food.-  Corn,  field  - 
garden,  raised.  Cucumbers,  green  -  pickled,  eaten. 
Tubs  -  barrels,  laid.      On  account  of  the  roots,  parsnips 

-  celery,  prized.     People  are  fond  of  the  leaves  of  lettuce 

-  cabbage.     Cabbages  -  tomatoes,  set  out.     Watermelons 

-  muskmelons,  are  good. 

159.  Porm  contracted  sentences  from  the  above  words,  con- 
necting the  similar  parts  with  the  words  not  only  -  but  also. 

-  Ex.:  Turnips  serve  as  food  not  only  for  men,  but  also  for 
animals.    Notice  the  use  of  the  comma  before  the  word  but. 


THE  CONTRACTED  SENTENCE.         153 

LESSON  LXXIV. 

WORD  STUDY. 
NOUNS    IN    "TH"   from   ADJECTIVES. 

Truth  crushed  to  earth  shall  rise  again.  A  hale  body 
generally  means  a  long  life.  Sloth  and  filth  are  twin 
vices.  We  admire  a  warm  heart  and  a  strong  arm.  The 
children  are  in  a  merry  mood. 

As  high  as  the  mountain, 

As  deep  as  the  sea, 
As  broad  as  the  ocean, 

Is  God's  love  for  thee. 

160.  Change  these  sentences  so  that  instead  of  the  adjective 
you  use  the  noun  derived  from  it,  or  instead  of  the  noun  you 
use  the  adjective  from  which  it  was  derived.  —  Ex. :  That 
which  is  time  will  rise,  though  it  be  crushed  to  earth.  Length 
of  life  usually  depends  on  Jiealth  of  body. 


LESSON   LXXV. 

SWITZERLAND. 

Cities,  villages  -  valleys,  mountain  sides.     Inhabitants 
follow  farming,  stock-raising,  hunting.     Dairymen,  cheese 

-  butter,  make.  Cities,  manufacture  -  trade,  engage  in. 
According  to  race,  German,  French,  Italian.  Catholic  - 
Protestant  religion,  profess.  Switzerland  visited  on  ac- 
count of  high  mountains  -  beautiful  valleys. 

161.   Form  contracted  sentences,  using  the  connectives  either 

Off  partly partly ^  as  tvell  as  also.  —  Ex. :  The 

cities  and  villages  lie  partly  in  the  valleys,  and  partly  on  the 
mountain  sides. 


154  LANGUAGE    LESSONS. 

LESSON   LXXVI. 

THE   FIRST  SNOW. 

162.  Introduction.  Cloudy  November  day.  Fall  of  snow. 
Thoughts  at  its  sight :  1.  The  children  returning  from  school. 
2.  The  farmer.  3.  The  hunter.  4.  The  coal  dealer  and  clothier. 
5.  The  rich  merchant.     6.  The  poor  widow.     7.  The  sick, 

HISTORY  OF  A  DROP  OF   RAIN. 

163.  Introduction.  After  a  rainstorm.  A  communicative 
drop  falls  upon  the  hand  of  a  listener  and  tells  its  story. 
1.  Distant  home.  Life  in  the  sea.  2.  Warm  south  wind.  Water, 
vapor.  3.  Journey  through  the  air.  Ascension.  Sojourn  in 
various  strata  of  air.  Condensation.  Trip  to  the  land.  Union 
with  other  clouds.  Effect  of  the  warm  sunshine.  Develop- 
ment of  a  thunder  storm.  4.  Descent.  Rapid  sinking.  Union 
of  many  fellow-travelers.  Pause  upon  the  broad  leaf  of  a  tree. 
Fall  through  the  roof  of  foliage.  Conclusion.  At  the  last 
words,  ray  of  sunshine,  disappearance  of  the  drop  from  the 
hand,  new  journey  through  the  air. 


LESSON   LXXVII. 

THE   SONG-BIRDS. 

Song-birds,  small  body  -  powerful  voices.  The  most 
plain  -  some  brilliant,  plumage.  Feed  on  insects  and 
worms  -  also  seeds.  Nest,  trees  -  many,  earth.  Autumn, 
migrate  -  spring,  return.  Bobolink,  Carolinas  -  thrushes, 
Southern  States.   Robins,  March  -  swallows,  April,  return. 

164.   Form  condensed  sentences,  using  the  connective  but. 


THE    CONTRACTED    SENTENCE.  155 

FROM  NATURAL  HISTORY. 

The  cat  is  trustful  and  gentle.  The  peacock  has  indeed 
fine  feathers.  The  toad  is  indeed  an  ugly  animal.  The 
mole  does  ridge  up  the  ground.  The  silkworm  is  truly  an 
insignificant  insect.  The  chrysiilis  of  the  butterfly  does 
indeed  show  no  signs  of  life.  Chickens  have  indeed  wings. 
The  seal  can  indeed  move  about  on  land. 

165.  Unite  with  each  of  the  above  sentences  another  sen- 
tence whose  meaning  is  in  contrast  or  opposition  to  the  first, 
using  the  connectives  but,  yet,  nevertheless. —  Ex. :  The  toad  is 
indeed  an  ugly  animal,  nevertheless  it  is  a  very  harmless  one. 

CONTINUATION. 

To  thrive  well,  insects  need  a  great  deal  of  warmth. 
Fisli  breathe  through  gills.  Gulls  feed  upon  fish.  The 
food  of  the  mole  consists  of  worms.  Swallows  seize 
their  food  while  upon  the  wing.  The  owl  is  blinded  by 
the  light  of  day.  Song-birds  find  little  food  in  the  North 
during  the  winter.  Bees  also  can  find  no  food  in  winter. 
Amphibians  also  lack  food  in  the  cold  seasons  of  the  year. 
The  whale  has  a  very  small  throat.  He  must  from  time 
to  time  get  air. 

LESSON   LXXVIII. 

THE   FISHES. 

Fish  live  in  the  water.  They  breathe  through  gills. 
The  water  is  not  swallowed  by  them.  They  have  cold 
blood.  Their  skin  is  covered  with  scales.  In  moving 
they  use   their  fins.      They  swallow   their   food   whole. 


156  LANGUAGE    LESSONS. 

Their   tongues   are   bony.      They  are  dumb.      The   sun 
hatches  out  their  eggs. 

166.  Form  contracted  sentences  and  use  the  connectives  7iot 
-  but.  —  Ex.:  Fish  do  not,  like  mammals,  live  upon  the  land, 
but  in  the  water. 

Rules  and  Principles. 

1.  A  contracted  sentence  is  one  in  which  two  or  more  similar 
elements  of  the  sentence  relate  to  another  common  element.  — 
Ex. :  Iron  is  the  cheapest  and  7nost  useful  metal.  (Here  cheap- 
est and  most  useful  relate  to  the  third  word,  metal,  modifying  it 
as  adjectives.) 

2.  A  contracted  sentence  may  be  expanded  into  as  many 
separate  sentences  as  there  are  similar  elements  relating  to  a 
common  element.  —  Ex. :  Iron  is  the  cheapest  metal.  Iron  is 
the  most  useful  metal. 

3.  Similar  elements  may  be  united  by  connecting-words 
(conjunctions),  or  they  may  stand  unconnected,  being  merely 
separated  by  a  comma.  —  Ex.:.The  useful  and  noble  horse. 
The  useful,  noble  horse. 

4.  Use  the  comma  to  separate  the  members  of  a  series  of 
similar  elements  when  the  conjunction  and  is  omitted  in  one  or 
more  places.  — Ex. :  The  days  of  the  week  are  Sunday,  Monday, 
Tuesday,  Wednesday,  Thursday,  Friday,  and  Saturday.  "I 
am  a  plain,  blunt  man."  Labor,  temperance,  and  peace  shut 
the  door  on  the  doctor. 

5.  Use  no  comma  with  or,  unless  the  words  connected  by  it 
mean  the  same  thing.  ^-  Ex. :  Sugar  is  made  from  cane  or  beets. 
He  gave  me  fifty  cents,  or  half  a  dollar.  In  the  second  ex- 
ample, the  two  expressions /^2/  cewis  and  half  a  dollar  mean  the 
same  thing,  hence  the  comma  must  be  used. 


CHAPTER   VIII. 


THE  COMPOUND  SENTENCE. 
LESSON   LXXIX. 

WINTER. 

In  winter  nature  rests,  and  the  earth  gathers  new  forces 
for  the  coming  spring.  The  trees  stand  leafless;  only 
the  evergreens  have  kept  their  green  foliage.  Food  for 
the  song-birds  can  not  be  found,  and  so  they  have  deserted 
their  homes.  The  day  la,sts  only  eight  or  nine  hours,  and 
one  must  therefore  use  lamplight.  It  continues  to  grow 
colder,  therefore  people  clothe  themselves  in  warm  cloth- 
ing and  furs.  The  cold  penetrates  even  the  houses,  so 
that  the  rooms  must  be  heated.  Rain  seldom  falls,  but  it 
snows  so  much  the  oftener.  People  know  how  to  protect 
themselves  from  the  cold,  but  many  animals  find  it  very 
hard  to  do  so.  Birds  find  little  food  in  the  fields  and 
woods,  so  they  keep  close  to  human  dwellings.  For  the 
poor  and  the  sick  winter  is  a  hard  time,  but  it  brings  also 
many  pleasures.  The  skaters  glide  over  the  ice,  and  the 
boys  build  snow  men  and  coast  with  their  sleds.  Tlie 
cold  reddens  their  cheeks,  yet  they  would  rather  be  out 
of  doors  than  in  the  house.     Grown  people  attend  con- 

167 


158  LANGUAGE    LESSONS. 

certs  and  lectures,  or  they  go  into  society.     Winter  has 
still  another  charm,  for  at  this  time  Christmas  comes. 

167.  Find  (1)  the  compound  sentences  in  which  the  second 
part  or  clause  harmonizes  in  thought  with  the  first.  The  word 
and,  expressed  or  understood,  is  the  main  connective  in  this 
kind  of  sentences.  (2)  Those  in  which  the  second  part  or  clause 
is  in  contrast  or  opposition  to  the  first.  But  or  yet  is  the  main 
connective  here.  (3)  Those  in  which  the  first  part  or  clause  is 
a  result  of  the  second  (for) ;  those  in  which  the  second  is  a 
result  of  the  first  (and  therefore,  and  so,  etc.). 


LESSON   LXXX. 

WORD  STUDIES. 
DERIVATIVE    ADJECTIVES. 

Y,  ly,  less,  ful,  ous,  able,  ive,  dis,  im,  um. 

HUMAN   QUALITIES. 

What  do  we  say  of  a  man  who  has  power,  industry, 
luck,  hunger,  thirst,  fear  ?  Of  one  who  lacks  a  home,  a 
friend,  hope,  fear,  pity,  wit,  faith?  Of  one  who  preserves 
his  honor,  who  acts  like  a  friend,  who  attends,  who  returns 
thanks  for  favors,  who  is  easily  excited  ?  Of  one  who  is 
not  content,  polite,  skillful,  truthful  ? 

168.  Answer  the  questions,  using  adjectives  with  the  suffixes 
y,  ly,  less,  ful,  ous,  able,  ive  ;  or  the  prefixes  dis,  im,  un. 

Adjectives  in  ly  or  less  from  nouns  :  Man,  queen,  friend, 
mother,  rascal,  child,  father,  God. 

.169.  Derive  an  adjective  from  each  of  these  nouns,  and  use 
it  in  a  sentence.  —  Ex.:  A  manly  boy  does  not  imitate  bad 
things  in  men. 


THE    COMPOUND    SENTENCE. 


169 


LESSON   LXXXI. 


THK   FIRE. 


To  THE  Teachkr.  —  One  of  the  main  purposes  of  these  exercises  is  to 
familiarize  the  pupil  with  the  various  uses  of  the  copulative,  adversative, 
and  correlative  conjunctions.  See  that  they  apprehend  the  thought  rela- 
tions involved. 

Darkness  had  settled  over  the  fields  -  stillness  every- 
where (and).  The  farmer  has  cared  for  his  horses  and 
cattle -housewife  busy 
in  the  kitchen  -  children 
asleep.  A  red  glare  now 
lights  up  the  yard  - 
rush  out  (and).  The 
red  tongues  of  flame 
lick  the  roof  of  the  gran- 
ary -  by  loud  crackling 
show  their  power  (and). 
At  the  same  time  loud  cries  for  help  are  heard  -  neighbors 
come  running  -  pour  on  water  (and).  But  the  flames 
spread  -  heat  increases  -  barn  catches  fire  -  house  threat- 
ened (and,  also,  even).  Now  the  mother  springs  for  her 
children  -  father  saves  stock  and  household  goods  -  soon 
everything  a  sea  of  flames  (and).  Sadly  they  view  the 
glowing  ruins  -  leave  the  place  of  misfortune  -  friends 
offer  shelter  (then,  and).  By  and  by,  however,  ashes 
and  ruins  disappear  -  new  buildings  by  diligent  workers 

-  everything  better  than  before  (and,  finally). 

170.   Form  compound  sentences,  using  the  given  connectives. 

—  Ex.:  Darkness  had   settled  over  the   fields   and   stillness 
reigned  everywhere. 


160  LANGUAGE    LESSONS. 

LESSON   LXXXII. 

ADVERSATIVE    CONNECTIVES. 
THE   DANUBE   AND   THE   ELBE. 

The  Danube  rises  in  the  Black  Forest.  The  Elbe  rises 
in  the  mountains  about  Bohemia  (but).  The  Danube  in 
general  flows  east.  The  Elbe  takes  a  northwest  direction 
(but).  The  latter  flows  through  only  German  countries. 
The  former  flows  through  Austria,  Hungary,  and  Turkey 
(but  -  on  the  other  hand).  The  Elbe  receives  its  most 
important  tributaries  on  the  left  side.  The  Danube  re- 
ceives its  most  important  tributaries  on  the  right  side 
(however).  Tiie  Danube  empties  into  the  Black  Sea. 
The  Elbe  empties  into  the  North  Sea  (but).  The  Elbe 
forms  no  delta  at  its  mouth.  The  Danube  forms  a  delta 
at  its  mouth  (but).  The  Danube  is  the  river  of  the  wine- 
growing south.  The  Elbe  is  the  river  of  the  agricultural 
north  (however). 

171.  Unite  these  sentences,  correcting  the  parts  by  the  words 
in  parentheses.  Do  not  make  needless  repetitions.  —  Ex. :  The 
Danube  rises  in  the  Black  Forest,  but  the  Elbe  rises  in  the 
mountains  about  Bohemia.  Observe  that  adversative  connect- 
ives connect  sentences  that  are  in  contrast,  or  opposed  to  each 
other. 

LESSON   LXXXIIL 

WORD  STUDIES. 

(a)  A  forest  without  a  path,  a  plain  without  a  tree,  a 
house  without  a  roof,  a  sky  without  a  star,  a  night  with- 
out a  moon,  a  plant  without  a  flower,  a  remark  without  a 


THE    COMPOUND    SENTENCE. 


161 


point,  a  child  without  a  home,  a  season  without  rain. 
(b)  A  cheerless  room,  a  brainless  fop,  a  beardless  youth, 
an  artless  maid,  a  measureless  distance,  a  defenseless  child, 
a  restless  touch,  a  sleepless  night,  a  senseless  remark,  a 
thoughtless  act. 

172,  Change  the  phrases  under  a  into  adjectives  ending  in 
less  and  complete  the  sentences. — Ex.:  A  forest  without  a 
path  is  a  pathless  forest. 

173.  Change  the  adjectives  under  h  into  phrases  or  clauses 
meaning  the  same  thing,  and  complete  the  sentences.  —  Ex.  : 
A  cheerless  room  is  a  room  without  cheer. 


LESSON   LXXXIV. 


THE  ALPS. 

Alps,  many  attractions  -  dangerous  (but).  The  snow 
fields  are  a  grand  sight  -  avalanche  (but).  The  high 
peaks  give  splendid  views  - 
fall  (yet).  Journeying  is 
very  pleasant  in  summer  - 
winter,  difficult  to  travel 
(but).  In  the  Alps  there  are 
many  lakes  and  rivers  -  few 
fish  (however).  The  Alps 
have  many  grazing  places  - 
farming  difficult  (but). 
Chamois  hunting  is  much  en- 
joyed by  the  dwellers  among 

the  Alps  -  dangerous  (yet).     The  Alpine  inhabitants  are 
mostly  poor  people  -  contented  life  (nevertheless).     They 

BK.  II  —  L 


162  LANGUAGE    LESSONS. 

often  thrive  better  elsewhere  -  long   for  the  mountains 
again  (yet  notwithstanding). 

174.  Forin  compound  sentences,  using  the  given  connectives. 
Observe  that  in  each  of  these  sentences  the  second  part  or 
clause  is  in  contrast  with  the  first,  or  has  a  certain  opposition 
to  it  in  meaning.     On  this  account  it  is  called  adversative. 


LESSON   LXXXV. 

THE    SEA. 

1.  The  greater  part  of  the  surface  of  the  globe  is  not 
dry  land,  it  is,  rather,  covered  by  the  sea  (but).  2.  The 
surface  of  the  sea  is  often  covered  with  high  waves,  this 
is  not  always  so  (yet).  3.  Sea  water  is  bright  ^nd  clear. 
On  account  of  its  salt,  bitter  taste  it  is  unfit  to  drink 
(yet  notwithstanding).  4.  Ordinarily  the  sea  has  a  blue- 
green  appearance.  It  often  appears  dark  or  black-green 
(yet).  5.  This  is  on  account  of  the  sky  above,  at  times  a 
consequence  of  the  quality  of  the 
.^^  -•>.     ^  bottom  of  the  sea,  often  because 

/'  -flffii '^^J^^'^/"^         ^^   enormous   quantities  of   small 
'otH^^^H/'"         aquatic  animals  or  plants  (either 
'/(S^H^^^^^K        -  or  -  or).     6.    The    appearance 
'^iWft^^mix^"     ^^  ^^^  ^^^  ^*  times  fills  us  with 
J^^^^^^^^^P^"       wonder  and  admiration,  at  other 
^"~~      "  times   it   impresses   us  with   fear 

and  aversion  (whereas).  7.  The  sailor  fears  the  ocean 
storm.  The  perfect  calm  is  quite  as  bad  for  him  (how- 
ever). 8.  Men  navigate  the  ocean  with  steamships,  yet 
they  also  use  sailing  vessels  (either  -  or).      9.    A   trip 


THE    COMPOUND    SENTENCE.  163 

on  the  ocean  is  full  of  pleasures,  but  it  has  its  dangers 
(yet  -  also).  10.  The  sailor,  however,  does  not  go  upon 
the  sea  with  fear  and  trembling,  he  goes  rather  with  hope 
and  joy  (but  -  on  the  contrary). 

175.  Form  compound  sentences,  using  the  parenthetical 
words  as  adversative  or  alternative  connectives.  An  alternar 
tive  connective  offers  or  denies  a  choice.  —  Ex. :  You  may  go  or 
stay  as  you  like.  A  dog  in  a  manger  will  neither  eat  nor  allow 
others  to  eat.   These  conjunctions  often  go  in  pairs,  thus :  either 

-  or ;  neither  -  nor. 

LESSON   LXXXVI. 

WORD  STUDIES. 

Home,  art,  month,  death,  smoke,  odor,  head,  year,  tooth, 
color,  week,  cloud,  supper,  ground,  coward,  flesh,  fire,  use, 
sight,  power,  leaf. 

176.  Derive  an  adjective  from  each  of  the  foregoing  words, 
using  appropriate  suffixes,  and  find  a  noun  which  it  may  modify. 

—  Ex. :  A  homeless  wanderer,  a  cloudy  day,  a  fleshy  man. 

VERBS    FROM    ADJECTIVES. 

En.  To  make  broad  and  high,  to  turn  red  or  black,  to 
grow  dark,  to  become  glad  or  sad,  to  grow  soft  or  hard, 
to  make  deep  and  wide,  to  make  weak  or  strong. 

177.  Instead  of  these  expressions,  use  verbs  ending  in  en, 
and  also  select  direct  objects  for  the  verbs.  —  Ex. :  To  broaden 
the  wall,  to  heighten  the  effect. 

Fat,  dead,  mad,  light,  sweet,  deaf,  white,  short,  sick, 
slack,  bright. 

17a  Make  verbs  in  en  from  these  adjectives,  and  form  com- 
plete sentences.  —  Ex. :  The  farmer  fattens  his  hogs  for  market. 


164  LANGUAGE    LESSONS. 

LESSON   LXXXVII. 

AMERICA. 

America  lies  -  northern,  southern  hemisphere  (not  only 
-  but  also).  It  is  washed  -  Atlantic,  Pacific,  Arctic  ocean 
(partly,  partly,  and  partly).  In  east  or  west,  south  or 
north,  does  not  connect  with  other  continents  (neither  - 
nor).  4.  Asia,  Australia,  Europe,  Africa,  surpass  (not 
only-  but  also).  5.  Only  Asia  larger  population,  greater 
area,  possesses  (and  also).  6.  America  has  broad  plains, 
high  mountains  (not  only  -  but  also).  7.  The  Andes 
and  Rocky  mountain  range  is  one  longest,  highest  in 
the  world  (not  merely  -  but  also).  No  human  foot  trod, 
eye  seen,  interior  of  some  of  the  primeval  forests  of 
South  America  (neither  -  nor).  Vast  numbers  of  large, 
small  animals  to  be  found  there  (as  well  as).  America 
watered,  many,  large  rivers  (not  only  -  but  also).  Asia, 
Europe  can  show  no  stream  like  the  Amazon  or  the 
Mississippi  (neither  -  nor).  America  rich  in  products, 
vegetable,  animal,  mineral  kingdom  (as  well  as  -  as 
also).  Home  of  Llama,  Cobra  de  Capello,  rattlesnake, 
potato,  tobacco,  Indian  corn  (not  only  -  but  also). 
The  people  cultivate  Indian  corn,  wheat,  oats,  barley, 
rye  -  cotton,  sugar  cane,  coffee,  tobacco  (partly  -  and 
partly).  Well  populated  eastern,  western  coast  (not 
alone  -  but  also). 

179.  Complete  these  sentences,  using  the  connecting  words 
in  the  parentheses.  —  Ex. :  America  lies  not  alone  in  the 
northern,  but  also  in  the  southern  hemisphere.  Not  only  the 
eastern,  but  also  the  western  coast  is  well  populated. 


THE  COMPOUND  SENTENCE.  165 

LESSON   LXXXVIII. 

COMPARISONS. 
MORNING  AND  EVENING. 

180.  1.  Similarities:  Times  of  day;  length;  light;  cool- 
ness; pleasures.  2.  Differences:  Portions  of  the  day  which 
precede  them ;  condition  and  actions ;  animals  and  plants 
morning  and  evening;  actions  and  feelings  of  men;  appear- 
ances in  the  sky. 

VILLAGE  AND  CITY. 

181.  1.  Similarities  :  Dwelling-places ;  streets ;  houses. 
2.  Differences:  Size;  conveniences  (light,  water,  street- 
cars, etc.).     Occupations  of  men. 

MAMMALS  AND  BIRDS. 

182.  1.  Similarities:  Animals;  blood  (color,  warmth); 
breath  ;  lungs ;  skeleton,  hence  vertebrates.  2.  Differences  : 
Young  brought  forth  alive ;  eggs ;  form  of  the  head ;  covered 
with  hair,  with  feathers ;  number  of  legs ;  movement  through 
the  air,  upon  the  ground ;  voices ;  size  and  weight. 

APPLE  AND  PEAR  TREE. 

183.  1.  Similarities:  Fniit  trees;  uses:  fruit,  wood; 
beauty  :  in  spring,  in  autumn ;  many  kinds.  2.  Differences  : 
Size,  crown  (round,  like  a  pyramid) ;  blossoms  (former  reddish, 
latter  white) ;  fruits  (nearly  round,  more  oblong). 

GOLD  AND  IRON. 

184.  1.  Similarities:  Metals  obtained  by  mining ;  smelted 
by  great  heat;  weight;  ductility  (capable  of  being  drawn  out 
into  wire).  2.  Differences:  Gold  a  precious  metal;  iron  a 
useful  metal ;  gold  yellow,  lustrous ;  iron  from  gray  to  black ; 
gold  much  heavier  and  more  ductile  than  iron ;  gold  obtained 
by  mining  and  by  washing  earth  or  sand,  iron  only  by  mining ; 
gold  used  for  ornaments  and  coins,  iron  for  tools,  implements, 
machinery,  bridges,  etc. 


166  •      LANGUAGE    LESSONS. 

LESSON   LXXXIX. 

CONNECTIVES    SHOWING   CAUSE    OR    CONSEQUENCE. 
THE   BIBLE. 

1.  The  Bible  was  written  thousands  of  years  ago,  it  is 
very  ancient.  2.  Its  authors  were  inspired  men  —  holy 
and  worthy  of  reverence.  3.  It  contains  the  entire 
Christian  religion  and  a  vast  treasure  of  lofty  doctrines 
and  truths.  4.  It  should  be  our  light  and  trust,  and  a 
guide  through  life.  5.  It  gives  assurance  of  divine  love 
and  care,  also  strength  and  courage  in  hours  of  danger. 
6.  Its  promises  fill  us  with  trust  in  God,  they  also  give 
us  courage  and  consolation  in  misfortune.  7.  Many 
chapters  of  the  Bible  sing  of  the  wonderful  works  of  the 
Creator  and  also  of  His  goodness  and  wisdom. 

185.  Change  the  foregoing  into  compound  sentences,  using 
the  following  connectives :  1.  hence ;  2.  therefore ;  3.  conse- 
quently ;   4.  therefore ;   5.  hence ;   6.  consequently ;    7.  hence. 

Rules  and  Principles. 

1.  A  compound  sentence  is  one  composed  of  two  or  more 
independent  clauses.  —  Ex. :  Day  broke  and  we  arose  from  our 
couches. 

2.  The  members  of  a  compound  sentence  are  usually  joined 
by  such  connectives  (conjunctions)  as  and,  hut,  or. 

3.  A  connective  (conjunction)  is  a  word  that  connects  differ- 
ent sentences,  or  similar  parts  of  one  sentence.  —  Ex. :  Art  is 
long  and  time  is  fleeting.     Salt  and  bread  make  the  cheeks  red. 

4.  There  are  conjunctions  that  show  harmony  or  agreement 
of  thought,  as  atid,  also,  besides;  there  are  others  that  show  con- 
trast or  opposition  of  thought,  as  but,  yet,  still,  nevertheless;  and 


THE    COMPOUND    SENTENCE.  167 

there  are  still  others  that  offer  or  deny  a  choice  between  two 
things,  as  or^  either  -  or,  neither  -  nor.  All  of  these  conjunc- 
tions are  called  co-ordinates,  because  they  unite  sentences  or 
elements  of  sentences  that  have  the  same  grammatical  value 
or  office.  Thus,  they  may  connect  two  or  more  adjectives 
modifying  the  same  noun,  or  two  or  more  adverbs  modify- 
ing the  same  verb,  or  two  or  more  subjects  of  the  same 
verb,  etc. 


CHAPTER  IX. 


THE   COMPLEX  SENTENCE. 

I.    THE   ADJECTIVE   CLAUSE. 

LESSON   XC. 

To  THE  Teacher.  —  There  are  three  chief  classes  of  subordinate 
clauses  in  the  complex  sentence,  the  adjective^  the  objective^  and  the 
adverbial.  Make  frequent  use  of  the  Rules  and  Principles  at  the  close 
of  this  chapter,  while  drilling  upon  them.  ._ 

COMMON  SAI.T. 

Salt  is  one  of  the  minerals  that  are  indispensable  to  us. 
In  usefulness,  it  far  surpasses  gold,  which  serves  mostly  for 
ornament.  It  is  of  equal  rank  with  iron,  which  is  highly 
prized  by  all.  Nevertheless,  people  seldom  give  it  the 
place  that  it  deserves.  Its  presence  everywhere  is  the 
reason  that  it  is  often  regarded  so  slightly.  If  we  search 
through  nature,  we  find  salt  everywhere.  The  air,  which 
surrounds  us,  contains  elements  of  salt.  The  sea,  too,  is 
a  source  of  salt  that  we  can  never  exhaust.  We  find  salt 
most  abundantly,  however,  when  we  descend  into  the 
earth.  There  we  find  salt  beds  that  are  hundreds  of  feet 
thick. 

186.  Write  down  the  principal  clause  of  each  of  the  fore- 
going sentences. 

168 


THE    COMPLEX    SENTENCE.  169 

2^ote.  —  A  complex  sentence  consists  of  a  principal  clause 
and  a  subordinate  clause.  A  principal  clause  makes  good 
sense  when  standing  alone ;  the  subordinate  clause  does  not. 
In  these  sentences,  the  subordinate  clauses  begin  with  thatj 
uhicJif  iff  ichen. 

187.  First  copy  each  subordinate  clause,  and  then  change  it 
so  that  it  might  become  a  principal  clause.  —  Ex.:  That  are 
indispensable  to  us.    They  are  indispensable  to  us. 


LESSON   XCI. 

DECLENSION   OF   THE    RELATIVE   PRONOUN. 

To  THE  Teacher. — The  relative  pronoun  is  so  fundamental  to  the 
adjective  clause  that  its  various  forms  and  uses  should  be  closely  appre- 
hended. Finer  grammatical  distinctions  should  be  reserved  for  technical 
grammar. 


SL'BJECT    FORM. 

POSSESSIVE    FORM. 

OBJECTIVE    FORM. 

1.  Who. 

Whose. 

Whom. 

2.  Which. 

Whose. 

Which. 

3.  What. 

Whose. 

What. 

4.  That. 

Whose. 

That. 

(a)  Whittier's  poems  inspire  youth.  The  virtues  of 
President  Lincoln  are  everywhere  praised.  The  bravery 
of  heroes  deserves  acknowledgment.  Hold  no  one  to  be  a 
friend  without  proofs  of  his  faithfulness.  (6)  The  United 
States,  on  account  of  position  and  culture,  belongs  in  the 
first  place  among  the  nations  of  the  New  World.  All  the 
most  cultured  nations  of  Europe  are  adherents  of  Chris- 
tianity. The  United  States  owes  its  independence  largely 
to  Washington  and  Franklin.  (<?)  The  Swiss  honor  Tell 
as  the  founder  of  their  freedom.  The  people  of  India  and 
China  raise  rice  in  place  of  our  other  grains.  Men  find 
amber  along  the  coasts  of  the  Baltic.     ((^)  In  the  castle  of 


170  LANGUAGE    LESSONS. 

Sansouci,  Frederick  the  Great  best  loved  to  dwell.  The 
common  people  in  Ireland  subsist  mostly  on  potatoes.  The 
greatest  machines  are  driven  by  steam.  With  tlie  inven- 
tion of  printing,  the  spread  of  knowledge  began.  The 
Mohammedans  draw  their  religious  instructions  from  the 
Koran. 

188.  Change  each  of  the  foregoing  into  a  complex  sentence 
containing  a  relative  clause.  Use  the  possessive  pronoun  whose 
with  the  sentences  under  a,  the  objective  with  the  preposition 
under  6,  the  direct  object  under  c,  and  the  objective  with  a 
preposition  imder  d. — Ex.:  (a)  Whittier  is  the  man  whose 
poems  inspire  youth.  (6)  The  United  States  is  the  country 
to  which  belongs  the  first  place,  etc.  (c)  It  is  Tell  whom  the 
Swiss  honor  as  the  founder  of  their  freedom,  (d)  Sansouci  is 
the  castle  in  which  Frederick  the  Great  best  loved  to  dwell. 

189.  Place  the  relative  pronouns  used  in  the  last  exercise  in 
the  plural  by  making  minor  changes  in  the  principal  clauses.  — 
Ex. :  Whittier  and  Lowell  are  the  men  whose  poems  inspire 
youth.  Notice  that  relative  pronouns  have  the  same  form  in 
singular  and  plural. 

LESSON   XCII. 

CORRECT    POSITION    OF    THE    RELATIVE   CLAUSE. 

The  mouse  is  a  great  plague  to  the  cook,  which  is  a 
small  rodent.  The  fox  catches  no  hen,  that  sleeps.  Here 
is  a  dwelling  for  rent  to  a  quiet  family,  that  is  well  fur- 
nished. The  donkey  possesses  a  stubborn  will,  which 
came  originally  from  Asia.  The  field  lies  hard  by  the 
pond,  in  which  my  father  labors. 

190.  Put  these  sentences  into  the  right  form. 


THE    COMPLEX    SENTENCE.  171 

CORRECT   USE  OF   THE   RELATIVE   PRONOUN. 

To  THE  Teacher.  —  Be  sure  that  the  pupils  understand  the  distinc- 
tions mentioned  in  the  note  to  this  exercise. 

The  Israelites  entered  the  laud had  been  promised 

them.     The  Israelites  were   often   discontented  and  dis- 
obedient,   displeased  the  Lord.     Nobody  knows 

a  day  will  bring  forth.     Nothing  happens is  not  for 

our  best  good.     The  sea is  situated  between  Europe 

and  Africa  and  North  and  South  America,  is  called  the 
Atlantic   Ocean.     A  regular  rise  and  fall  of   the  sea  is 

observed is  called  the  ebb  and  flow  of  the  tide.     The 

horse, deserves   plenty   of   oats,   seldom   gets   them. 

Tliere  is  much  in  life  appears  mysterious  to   us. 

Carry  to  God  in  prayer causes  you  care.     The  law 

is  within  us  is  called  conscience.     The  money 

I  loaned  Mr.  N.  I  have  to-day  received. 

191.  Determine  whether  whichy  whaty  or  that  is  the  correct 
form  to  use. 

Note.  —  What  as  a  relative  pronoun  is  equivalent  to  that 
tvhich.  Tliat  is  to  be  used  in  clauses  that  limit  cr  restrict  the 
meaning  of  the  noun  for  which  it  stands,  and  tvhich  for  those 
that  are  merely  explanatory  or  non-restrictive.  A  clause  in- 
troduced by  which  is  set  off  by  commas,  but  commas  should 
not  be  used  to  set  off  clauses  introduced  by  the  relative  that. 


LESSON   XCIII. 

AIX  TBAT  GLITTERS  IS  NOT  GOLD. 

Many  who  do  not  think  of  this  saying  are  deceived. 
But  another  experience,  which  everybody  has,  is  still 
oftener  forgotten :  "  Much  that  does  not  glitter  is  never- 


172  LANGUAGE    LESSONS. 

theless  gold."  He  who  does  not  believe  this  and  does  not 
think  about  it  is  still  worse  off.  In  a  well-tilled  field,  in 
a  well-directed  business,  there  is  much  gold  hidden  which 
a  diligent  hand  can  find.  A  quiet  heart  and  a  good  con- 
science do  not  glitter,  though  they  are  worth  more  than 
gold.  Often  there  is  least  gold  where  there  is  the  most 
pomp  and  glitter.  He  who  makes  much  noise  has  little 
courage.  He  who  talks  much  of  his  deeds  has  little  to 
tell.  A  man  once  boasted  that  he  had  a  half-bushel  of 
dollars  at  home.  When  he  was  asked  to  show  them,  he 
was  very  slow  about  it.  Finally  he  brought  a  small 
round  measure  to  view,  which  one  could  cover  with  the 
hand.  But  he  excused  himself  with  a  cunning  speech. 
He  said  that  his  dollar  measure  was  smaller  than  his  grain 
measure. 

192.  Find  the  sentences  in  which  the  subordinate  clause 
stands  (a)  before,  (b)  at  the  close  of,  (c)  between  the  parts  of 
the  principal  clause.  Copy  the  sentences  and  underline  the 
subordinate  clause,  thus :  All  that  glitters  is  not  gold. 

193.  Change  each  sentence  into  two  principal  sentences.  — 
Ex. :  All  that  glitters  is  not  gold.  Many  things  glitter.  They 
are  not  all  gold. 

194.  Change  the  principal  clause  into  a  question,  and  answer 
it  with  the  subordinate  clause.  —  Ex. :  Many  who  do  not  think 
of  this  saying  are  deceived.  Who  are  deceived?  Those  who 
do  not  think  of  this,  saying.  Form  the  following  groups: 
(a)  Subordinate  clauses  answering  the  question  Who?  or 
What?  (b)  What  kmd  off  (c)  Whom?  or  What?  (d)  Where? 
When?    How?     Why? 

195.  Change  the  subordinate  clauses  into  parts  of  the  princi- 
pal clause.  —  Ex. :  The  thoughtless  are  often  deceived.  But 
another  common  experience  is  still  oftener  forgotten. 


THE  COMPLEX  SENTENCE.  173 

LESSON   XCIV. 

THE   PARENTHETICAL   CLAUSE. 

Dear  Friend  George :  — - 

That  last  evening  we  had  an  eclipse  of  the  moon  — 
you  are  a  diligent  student  of  the  almanac  —  will  not  be 
news  to  you.  This  event  —  you  will  not  be  surprised, 
because  of  my  known  interest  in  all  occurrences  in  the 
heavens  —  gave  me  a  very  great  pleasure.  In  order  to 
observe  everything  carefully  I  went  into  the  field  at  the 
back  of  our  house  —  you  know  the  place  well  —  and  here  I 
was  fortunate  enough  to  meet  our  teacher,  who  explained 
to  me  this  remarkable  event  in  the  sky.  Let  me  now  tell 
you  —  1  know  well  that  you  are  interested  in  sucli  things 
—  what  I  learned  about  it.  The  stars  of  the  solar  sys- 
tem —  they  are  also  called  planets  —  never  stand  still, 
but  move  in  immense  circles  about  the  sun.  If  two 
planets  in  their  course  come  to  stand  in  a  straight  line, 
one  behind  the  other,  —  this,  in  general,  rarely  happens,  — 
the  one  in  the  rear  can  get  no  light  from  the  sun.  Now, 
if  the  moon  stands  in  such  a  position  that  the  earth  is 
between  it  and  the  sun,  —  this  can  of  course  happen  only 
when  the  moon  is  full,  —  the  earth  casts  its  shadow  upon 
the  moon,  so  that  no  light  from  the  sun  can  reach  it. 
Take  the  trouble  to  think  about  this  (and  you  do  not 
shrink  from  a  little  thinking)  and  you  will  soon  see  that 
it  must  be  this  way.  Should  you  still  be  in  doubt  on  any 
point  (sucli  a  thing  would  be  quite  possible),  I  will  make 
it  clear  to  you  when  you  come  to  see  me.     With  the  best 

of  good  wishes,  -,  ,      , 

°  Your  schoolmate, 

Harry  Jones. 


174  LANGUAGE    LESSONS. 

196.  Copy  this  letter,  changing  the  parenthetical  sentences 
into  subordinate  clauses.  —  Ex. :  Since  you  are  a  diligent  stu- 
dent of  the  almanac,  it  will  be  no  news  to  you  that  we  had 
an  eclipse  of  the  moon  this  evening.  Notice  that  parenthetical* 
clauses  are  set  off  by  dashes  ( )  or  by  marks  of  parenthe- 
sis () ;  they  are  also  often  set  off  by  commas. 


LESSON   XCV. 

POISONOUS  PLANTS. 

Plants  that  contain  poison  are  said  to  be  poisonous. 
A  poisonous  plant  that  grows  upon  rubbish  heaps  is 
called  henbane.  A  poisonous  growth  that  sometimes 
appears  on  heads  of  rye  is  called  ergot.  A  pl^^nt  which 
has  a  cherry-shaped  fruit  is  called  the  deadly  nightshade. 
Hemlock,  which  is  sometimes  found  in  gardens,  resembles 
parsley  (Death  of  Socrates).  The  poisonous,  onion-like 
plant  that  blooms  in  the  spring  and  gets  its  leaves  only 
in  the  fall,  is  the  meadow-saffron.  The  mushrooms  that 
look  the  finest  are  generally  poisonous. 

197.  Separate  each  of  the  foregoing  complex  sentences  into 
two  parts,  one  principal  and  one  subordinate  (the  adjective 
clause). — Ex.:  Plants  are  said  to  be  poisonous  (principal), 
that  contain  poison  (subordinate). 

SAYINGS. 

Barking  dogs  rarely  bite.  A  sleeping  fox  catches  no 
poultry.  One  must  build  a  golden  bridge  for  a  fleeing 
enemy.  We  must  not  muzzle  the  working  ox.  Stem 
masters  do  not  rule  long.      Slowly  gathering  storms  are 


THE  COMPLEX  SENTENCE.  176 

most  severe.     A  bird  in  the  hand  is  worth  two  in  the 
bush.     A  penny  saved  is  a  penny  earned. 

19a  Change  the  italicized  adjective  modifiers  into  adjective 
clauses.  —  Ex. :  Dogs  that  bark  rarely  bite.  A  bird  that  is  in 
the  hand  is  worth  two  thai  are  in  the  bush. 


LESSON   XCVI. 

THE  HORSE. 

1.  The  horse  belongs  among  those  animals  that  are 
most  useful.  2.  The  neck,  which  is  somewhat  arched, 
is  longer  than  the  head.  3.  On  the  neck  and  head  is  the 
mane,  which  is  long  and  flowing.  4.  The  tail  is  supplied 
with  hair,  which  is  very  long.  5.  Four  strong  legs  sup- 
port the  body,  which  is  very  shapely.  6.  On  each  foot 
there  is  a  hoof,  which  is  very  tough.  7.  The  body  is 
covered  with  hair,  which  is  short  and  glossy.  8.  The 
tanner  makes  leather  from  the  hide,  which  is  very  ser- 
viceable. 9.  On  the  wild  grassy  plains  of  South  America, 
there  are  many  horses,  which  are  wild. 

199.  a.  Write  the  principal  clause  in  each  sentence.  Notice 
that  this  standing  alone  makes  complete  sense.  —  Ex.:  The 
neck  is  longer  than  the  head.  b.  Write  also  the  adjective 
clause  in  each  sentence,  observing  that  this  clause  alone  does 
not  make  complete  sense.  —  Ex.:  Which  is  somewhat  arched. 

200.  Change  the  adjective  clause  in  each  sentence  into  an 
adjective  word  element. — Ex. :  The  body  is  covered  with  short 
ajid  glossy  hair.  On  the  wild  grassy  plains  of  South  America, 
there  are  many  wild  horses. 


176  LANGUAGE    LESSONS. 

LESSON  XCVII. 

AUTUMN. 

The  season  that  immediately  follows  summer  is  called 
autumn.  All  fruits  that  ripen  in  summer  are  gathered  in 
the  autumn.  Among  the  field  products  that  ripen  latest 
are  potatoes.  Fruit,  which  tastes  very  good,  is  either 
picked  or  shaken  off.  The  grape-vine,  which  thrives  on 
the  sunny  hill-side,  yields  its  delicious  grapes.  Birds  that 
feed  upon  insects  leave  us  at  the  beginning  of  the  rough 
season.  Insects  that  remain  with  us  find  protection  under 
moss  and  stones.  The  little  creatures  that  spin  cobwebs 
are  spiders.  The  farmers  sow  the  kinds  of  grain  that  will 
bear  our  winters,  in  the  fall.  The  game  that  wanders  un- 
suspecting through  the  woods  is  surprised  by  the  hunter. 

201.  Keconstruct  the  sentences  so  that  the  adjective  clause 
shall  stand  at  the  close  of  the  sentence.  —  Ex. :  The  hunter  sur- 
prises the  game  that  wanders  unsuspecting  through  the  woods. 

The  comma  is  generally  used  with  adjective  sentences  be- 
ginning with  ichich,  but  is  not  used  with  those  beginning  with 
that. 

202.  Change  a  number  of  the  sentences  in  the  exercise  on 
"The  Horse,"  so  that  the  adjective  clause  shall  separate  the 
principal  clause  into  two  parts.  —  Ex. :  There  is  a  hoof,  which 
is  very  tough,  on  each  foot. 


LESSON  XCVIIL 

Home-made  bread  tastes  best.  The  disobedient  child 
was  punished.  Dangerous  structures  are  torn  down. 
Unripe  fruit  injures  the  health.     A  sleeping  fox  catches 


THE    COMPLEX    SENTENCE.  177 

110  poultry.  A  bad  egg  spoils  the  whole  dish.  An  in- 
structive book  is  like  a  good  friend.  An  imported  horse 
commands  a  good  price.  Famished  wolves  are  dangerous 
to  travelers. 

203.  Change  the  italicized  words  into  adjective  clauses.  — 
Ex.:  Bread  that  is  made  at  home  tastes  best.  Connect  the 
subordinate  clauses  with  that.     Use  no  commas. 


LESSON   XCIX. 

2.  THE  CLAUSE  OBJECT. 

To  THE  Teacher.  — The  object  is  a  subordinate,  not  a  principal  ele- 
ment of  the  sentence.  It  limits  the  verb  by  completing  its  meaning  — 
making  it  more  definite.  Hence  the  object  clause  is  a  subordinate  one, 
limiting  the  verb. 

Dear  Kent :  — 

You  have  doubtless  learned  through  the  papers  that 
our  fair  commences  on  the  eighth  of  September.  You 
told  me  that  your  school  does  not  begin  until  later.  I  do 
not  of  course  know  whether  a  visit  to  our  fair  would  please 
you.  But  still  I  desire  that  you  should  come  to  see  me  at 
that  time.  I  promise  you  that  you  shall  see  all  the  sights 
on  the  fair  grounds.  Ask  your  parents  if  they  will  not 
let  you  come  on  the  day  before  the  fair  commences.  Say 
to  them  that  my  parents  also  send  you  a  cordial  invitation 
to  come.  You  may  tell  them,  too,  that  I  will  see  you 
safely  home  again.  Write  me  soon,  whether  you  can 
come  or  not.  That  your  letter  will  tell  me  you  can 
accept  our  invitation,  I  very  much  hope. 

Your  friend, 
Dattoh.  a,  August  8,  1897.  ^BED  PbRCY. 


178  LANGUAGE    LESSONS. 

204.  Select  the  clause  objects  by  asking  the  questions 
What?  OT  Whom?  —  Ex.:  What  have  you  doubtless  learned 
through  the  papers  ?  That  our  fair  commences  on  the  eighth 
of  September. 

a.  365  days,  25th  of  December,  the  beginning  of 
spring,  the  longest  day,  harvest  time.  b.  To  visit,  to 
write,  keep  well,  to  live  long,  to  have  many  happy  returns 
of  my  birthday,  to  deserve  the  good  opinion  of  people. 
c.  To  decline  an  invitation,  sick,  can  not  meet  friend 
at  the  depot,  must  leave  to-morrow,  shall  be  gone  four 
weeks. 

205.  Supply  objective  clauses  beginning  with  that,  the  prin- 
cipal clauses  being  as  follows:  a.  I  know;  b.  I  hope;  c.  I 
regret  to  say.  —  Ex. :  I  know  that  the  year  has  365  days.  I 
hope  that  I  shall  he  able  to  visit  you  soon.  I  regret  to  say 
that  I  must  decline  your  invitation. 


LESSON   C. 

Bear  Brother :  — 

Your  non-arrival  we  very  greatly  regret,  for  we  had 
expected  your  coming  at  the  appointed  time.  Naturally 
you  will  not  wonder  at  our  going  to  the  depot.  Punctually 
at  the  right  moment,  the  whistle  announced  the  arrival  of 
the  train.  Many  travelers  alighted,  but  our  eyes  sought 
in  vain  for  you.  At  this  moment  a  messenger  boy  told 
us  of  the  arrival  of  a  telegram.  From  this  we  learned  the 
impossibility  of  your  visiting  us.  We  very  much  regret 
your  sickness,  yet  we  hope  for  your  early  convalescence. 
Father  and  mother  beg  earnestly  for  the  greatest  possible 


THE    COMPLEX    SENTENCE.  179 

care  of  your  health.     From  the  bottom  of  my  heart  I  hope 
for  a  happy  reunion  two  weeks  from  to-day. 

Your  affectionate  brother, 

Henry  Smith. 

Chicago,  111.,  Sept.  1,  1896. 

206.  Change  the  italicized  words  into  object  clauses  intro- 
duced by  that.  —  Ex. :  We  very  greatly  regret  that  you  have 
not  arrived. 


LESSON   CI. 

New  York,  Aug.  26,  1897. 
My  dear  friend :  — 

You  must  certainly  have  wondered  not  a  little  over  my 
long  silence^  for  you  wished  to  know  something  of  what  I 
saw  in  Philadelphia,  but  I  shall  hope  for  your  pardon  as 
soon  as  you  have  learned  the  cause  of  this  delay.  I 
remember  very  well  your  request^  made  before  my  depar- 
ture, for  a  full  written  description  of  my  journey,  but  you 
will  have  to  get  along  without  that  to-day.  I  can  merely 
announce  to  you  my  arrival  in  New  York  yesterday.  All 
sorts  of  little  delays  hindered  my  more  rapid  progress. 
Please  accept  these  few  lines,  therefore,  merely  as  a  sign 
of  life,  forget  their  belated  arrival,  and  be  assured  of  an 
early  and  full  report.  I  pray  you  also  to  give  my  regards 
to  all  present  when  this  reaches  you,  and  to  express  my  hope 
of  an  early  response  to  this  brief  letter.  Let  me  know 
something  of  your  welfare  soon,  and  think  often  of 

Your  absent  friend, 

George  Nolan. 


180  LANGUAGE    LESSONS. 

207.  Change  the  italicized  parts  into  object  clauses,  and 
write  the  letter  in  this  style.  —  Ex. :  You  must  certainly  have 
wondered  not  a  little  that  I  have  remained  silent  so  long. 


LESSON   CII. 

3.  ADVERBIAL   CLAUSES. 
FROM  GEOGRAPHY.  — PLACE. 

a.  Cairo  is  situated  where  the  Ohio  and  Mississippi 
join.  Where  the  rivers  empty  into  the  ocean,  sand  banks 
are  often  formed.  Where  the  city  of  Herculaneum  once 
stood,  there  has  been  since  the  year  79  A.D.,  a  lava  field. 
Flourishing  cities  now  stand  where  the  Indian  once  dwelt 
in  his  wigwam.  Wherever  one  went,  after  the  Thirty 
Years'  War,  one  found  the  traces  of  a  dreadful  destruc- 
tion. 

b.  On  the  site  of  old  Fort  Dearborn,  a  part  of  the  city 
of  Chicago  now  stands.  Pittsburg  lies  at  the  junction  of 
the  Alleghany  and  Monongahela  rivers.  On  the  sites 
of  the  Christian  churches  in  Jerusalem,  Mohammedan 
mosques  now  stand.  On  the  boundary  between  Europe 
and  Asia  lie  the  Ural  Mountains.  In  all  parts  of  Switzer- 
land mighty  mountains  arise.  Everywhere  in  Holland 
one  finds  lowlands. 

208.  Change  the  adverbial  clauses  in  a  to  phrases,  and  the 
adverbial  phrases  in  b  to  clauses.  —  Ex. :  a.  Cairo  is  situated 
cU  the  junction  of  the  Ohio  and  Mississippi,  b.  A  part  of 
the  city  of  Chicago  now  stands  where  old  Fort  Dearborn  once 
stood. 


THE  COMPLEX  SENTENCE.  181 

LESSON  cm. 

THE  ADVERBIAL   CLAUSE   OF  CAUSE. 
THE  BLACK  FOREST. 

1.  The  mountains  east  of  Baden  are  called  the  Black 
Forest,  because  they  are  covered  with  dark  green  pine 
trees.  2.  Upon  the  mountain  heights  the  cherry  does 
not  ripen  until  September,  because  the  weather  is  very 
rough  there.  3.  On  the  other  hand,  the  southern  slopes 
of  the  mountains  furnish  excellent  grapes,  for  the  climate 
is  mild  there.  4.  In  the  mountain  streams  much  timber 
is  floated  down  to  the  Kliine  and  the  Neckar,  because  it  is 
found  in  great  abundance.  5.  A  large  part  of  the  popu- 
lation is  engaged  in  manufacture,  because  farming  does 
not  pay  well.  6.  From  the  Black  Forest  watches  and 
toys  are  imported  even  to  this  country,  since  they  are  so 
well  made  and  so  durable.  7.  The  people  of  the  Black 
Forest  are  in  good  repute,  since  they  are  noted  for  their 
sociability,  good  nature,  and  diligence.  8.  The  Black 
Forest  has  many  visitors  every  year,  as  it  has  much 
natural  beauty. 

209.   Find  the  adverbial  clause  of  cause  by  asking  ichyf 


LESSON   CIV. 

AMONG  THE  ANIMALS. 


The  frog  can  swim .     The  crane  can  wade  around 

in  swamps .     The  heron  needs  a  long  neck  and  bill 

.    The  wood-pecker  might  be  called  the  wood-chopper 


182  LANGUAGE    LESSONS. 

among  birds .  The  squirrel  in  autumn  fills  his  gran- 
ary full  of  nuts .     In  winter,  rabbits  come  even  into 

the  gardens .     The  cat  is  able  to  creep  unperceived 

upon  the  mouse  .     The  deer  sniffs  the  hunter  from 

afar  .      The  number  of  elephants  diminishes  from 

year  to  year . 

210.  Supply  an  adverbial  clause  of  reason  for  each  of  the 
foregoing  sentences,  and  write  it  with  the  connective  because, 
or  since,  or  for. 

LESSON   CV. 

THE    ADVERBIAL    CLAUSE    OF    CONDITION. 
THE   AVIND. 

1.  Open  the  outer  door  of  a  heated  room.  •  Cold  air 
flows  in,  and  warm  air  out.  2.  A  lighted  candle  is  placed 
upon  the  door  sill.  The  flame  bends  toward  the  rooms. 
3.  Lift  the  light  to  the  middle  of  the  doorway.  The 
flame  becomes  quieter  and  stands  erect.  4.  The  light  is 
held  near  the  top  of  the  doorway.  The  draft  bends  the 
flame  outward.    5.  Air  is  unequally  heated.    Wind  arises. 

6.  The  wind  is  very  strong.     It  is  called  a  wind  storm. 

7.  Ships  are  upon  the  ocean  in  a  storm.  They  are  in 
danger.  8.  Trees  do  not  have  strong  roots.  They  are 
uprooted.  9.  The  wind  blows  from  the  north.  It  is 
usually  cool  in  summer  and  cold  in  winter.  10.  It  comes 
from  the  south.     It  is  generally  warm. 

211.  Change  the  first  sentence  of  each  couplet  into  an 
adverbial  clause  of  condition  by  beginning  it  with  if. — Ex.: 
If  one  opens  the  outer  door  of  a  heated  room,  cold  air  flows  in, 
and  warm  air  flows  out. 


THB   COBIPLEX    SENTENCE.  183 

LESSON  CVI. 

FROM  THE  MINERAL  KINGDOM. 

Burnt  limestone  becomes  hot.  Precious  stones  sparkle. 
Petroleum  burns.  Salt  dissolves.  Sulphur  makes  a 
suffocating  smell.  Phosphorus  bursts  into  flame.  Lead 
melts.  Iron  rusts.  Steel  produces  sparks.  Quicksilver 
is  malleable.     Verdigris  gathers. 

212.  Supply  a  subordinate  clause  for  each  sentence,  using 
the  connective  if.  —  Ex. :  Quicksilver  is  malleable,  if  it  is  in  a 
solid  state. 

Rules  and  Principles. 

1.  A  complex  sentence  is  a  sentence  consisting  of  one  prin- 
cipal clause,  and  one  or  more  subordinate  clauses.  Quicksilver 
is  a  mineral  (principal)  that  is  usually  in  a  liquid  form  (subor- 
dinate). 

2.  A  subordinate  clause  is  a  modifying  clause  that  does  not 
make  complete  sense  when  standing  alone.  —  Ex.:  Thai  is 
usually  in  a  liquid  form.  This  does  not  make  complete  sense, 
because  we  do  not  know  from  this  sentence  alone  what  that 
stands  for. 

3.  A  subordinate  clause  may  stand  (1)  before  the  principal 
clause,  as.  When  a  fox  sleeps^  he  will  catch  no  poultry ;  (2)  after 
the  principal  clause,  as,  A  fox  will  catch  no  poultry  when  he  is 
asleep;  (3)  between  the  parts  of  the  principal  clause,  as,  A  fox, 
when  he  is  asleep^  will  catch  no  poultry. 

4.  Subordinate  clauses  may  be :  (1)  Adjective,  (2)  objective, 
(3)  adverbial. 

5.  Adjective  clauses  introduced  by  which  are  explanatory, 
and  need  to  be  set  off  by  a  comma  or  commas ;  if  introduced 
by  that,  they  are  limiting,  or  restrictive,  and  do  not  require  the 


184  LANGUAGE    LESSONS. 

comma.  —  Ex.:  Horses,  which  are  noble  animals,  should  be 
well  cared  for.     Horses  that  work  need  full  feed. 

Notice  that  the  clause  introduced  by  which  is  explanatory 
and  applies  to  horses  in  general,  while  that  introduced  by  that 
is  restrictive,  limiting  the  class  horses  to  those  that  work.  The 
first  needs  to  be  set  off  by  commas,  because  it  is  really  paren- 
thetical, and  might  be  omitted  without  greatly  changing  the 
sense.     Notice  also  the  difference  we  make  in  reading  the  two. 

It  sometimes  happens  that  good  taste  requires  the  use  of 
which  in  the  restrictive  sense.  When  this  occurs  no  comma  or 
commas  should  be  used. 


INDEX. 


About  Animals,  39. 

Above,  Below,  Around,  Look,  31. 

Abraham  Lincoln,  Early  Life  of,  21. 

A  Cent,  Story  of,  149. 

Adjectives,  32,  36,  40,  43,  101, 103, 107. 

Adjective  Clause,  The,  168, 183. 

Adventure,  Rip's  Great,  106;  The,  115. 

Adventures  of  Ulysses,  61. 

Adverbs,  &),  133. 

.^£olus,  the  Ruler  of  Winds,  60. 

A  Letter  from  Dresden,  122. 

Alexander  and  Diogenes,  108. 

All  that  Glitters  is  not  Gold,  171. 

Alps,  The,  161. 

America,  164;  The  Discovery  of.  111. 

Among  the  Animals,  181. 

Animals,  About,  39;  Among  the,  181; 

From  the  Life  of,  69. 
Apple  and  Pear  Tree,  165. 
A  Strange  Wall,  92. 
A  Summer  Evening,  127. 
As,  Like  and,  59. 

At  the  Court  of  King  Alcinons,  72. 
At  the  River,  143. 
Autumn,  176. 
Awakening,  The,  126. 

Barnyard,  In  the,  58. 

Bat,  From  the  Life  of  a,  123. 

Bear-pelt,  The,  98. 

Bee  and  the  Man,  112. 

Beetle,  June,  38. 

Benjamin  Franklin,  123. 

Bible,  The,  166. 

Birds,  Mammals  and,  165;  The,  120; 

The  Song,  154. 
Black  Forest,  181. 
Boy  in  the  Woods,  20. 


Bush,  The  Hazel,  136. 
Business  Letters,  138. 

Carp,  The,  136. 

Cave,  In  the  Cyclops',  52,  55,  56. 

Cent,  Story  of  a,  149. 

Changed  Order  of  Words,  10,  16. 

Character,  Rip's  Home  and,  88. 

Charybdis,  Scylla  and,  70. 

Children,  The  Jay  and  her,  27. 

Christmas  Tree,  History  of  a,  148. 

Circe,  In  the  Palace  of,  63,  66. 

City  Mouse  and  the  Field  Mouse,  14. 

City,  Village  and,  165. 

Coal,  128. 

Colors,  Favorite,  36. 

Common  Salt,  168. 

Comparison  of  Adjectives,  107. 

Complaint  of  the  Hare,  54. 

Complex  Sentences,  183. 

Compound  Sentences,  166. 

Concert,  Forest,  40. 

Conjugation  of  Verbs,  87. 

Contracted  Sentence,  The,  146,  156. 

Cow,  Horse,  Sheep,  and  Dog,  22. 

Crow  and  the  Fox,  109. 

Crow,  The  Fox  and  the,  17. 

Cyclops'  Cave,  In  the,  52,  55,  66. 

Danube  and  the  Elbe,  160. 
Declension  of  the  Relative  Pronoun, 

169. 
Departure  of  a  Pair  of  Swallows,  148. 
Destruction  of  the  Suitors,  74, 
Diogenes,  Alexander  and,  108. 
Directions  for  Compositions,  12. 
Disaster  at  Lamos,  62. 
Discovery  of  America,  The,  111. 
186 


186 


INDEX. 


Discovery  of  Glass,  What   preceded 

the,  84. 
Donkey  and  the  Goat,  18. 
Dresden,  A  Letter  from,  122. 
Drop  of  Rain,  History  of  a,  154. 

Ear,  94. 

Early  Life  of  Abraham  Lincoln,  21. 
Elbe,  The  Danube  and  the,  160. 
Elephant,  The,  131. 
Emperor  in  the  School,  11. 
Evening,  A  Summer,  127. 
Evening,  Morning  and,  165. 
Evening  Service,  The,  101. 
Evening,  The  Summer,  143. 

Farmer,  The  Grove  and  the  Young, 

105. 
Fate  of  a  Flax  Stock,  149. 
Favorite  Colors,  36. 
Fidelity  rewarded,  82. 
Field  Mouse  and  the  City  Mouse,  14. 
Fields,  In  the,  143. 
Figurative  use  of  Language,  81,  96, 

103. 
Fir  and  the  Oak,  34. 
Fire,  The,  30,  159. 
First  Snow,  The,  154. 
Fishes,  The,  155. 
Flax  Stock,  Fate  of  a,  149. 
Fly,  The,  136. 
Forest  Concert,  40. 
Forest,  The  Black,  181. 
Fox  and  the  Crow,  17. 
Fox  and  the  Goat,  23. 
Fox,  The  Crow  and  the,  109. 
Franklin,  Benjamin,  123. 
From  Natural  History,  155. 
From  the  Life  of  Animals,  69. 
From  the  Life  of  a  Bat,  123. 
From  the  Life  of  a  Mole,  123. 
From  the  Mineral  Kingdom,  183. 

Garden,  In  the,  143, 152. 

General,  The  Old,  15. 

Generous  Lion,  The,  90. 

Giant  Maid's  Toy,  83. 

Glass,  What  preceded  the  Discovery 

of,  84. 
Goat,  The  Donkey  and  the,  18 ;  The 

Fos  and  the,  23. 


Gold  and  Iron,  165. 

Gold  and  Silver,  146. 

Grove  and  the  Young  Farmer,  105. 

Hare,  The  Complaint  of  the,  54. 

Hazel  Bush,  The,  136. 

Head,  94. 

Heart,  The,  103. 

Herring,  The,  40. 

History,  My  Life,  111. 

History  of  a  Christmas  Tree,  148. 

History  of  a  Drop  of  Rain,  154. 

Home  and  Character,  Rip's,  88. 

Home-building,  Pioneer,  21. 

"  Honest  '  Abe  '  "  —  The  Black  Haw] 

War,  28. 
Horse,  The,  175. 
Human  Qualities,  158. 

niinois.  The  State  of,  142. 

Important  Truth,  30. 

In  May,  86. 

In  the  Barnyard,  58. 

In  the  Cyclops'  Cave,  52,  5^,  56. 

In  the  Fields,  143. 

In  the  Garden,  143,  152. 

In  the  Morning,  86. 

In  the  Palace  of  Circe,  63,  66. 

In  the  Woods,  65,  91. 

In  the  Woods,  The  Boy,  20. 

Iron,  132;  Gold  and,  165. 

Ithaca,  Ulysses  at,  73. 

Joseph,  Story  of,  84. 
June  Beetle,  38. 

King  Alcinous,  At  the  Court  of,  72. 
Kingdom,  From  the  Mineral,  183. 

Lamb,  The  Wolf  and  the,  25. 

Lamos,  The  Disaster  at,  62. 

Lay,  Lie  and,  45. 

Learning  under  Difficulties,  22. 

Letter  from  Dresden,  122. 

Letters,  Business,  138. 

Lie  and  Lay,  45. 

Life  History,  My,  111. 

Life  of  a  Bat,  123. 

Life  of  a  Mole,  123. 

Life  of  Animals,  From  the,  69. 

Lightning,  The,  12. 


INDEX. 


187 


Lik^  and  As,  59. 
Lincoln  at  Seventeen,  24. 
Lion,  The,  130;  The  Generous,  W. 
Literal  and  Figurative  use  of   Lan- 
guage. 80,  81,  90. 
I>»ok  Above,  Below,  Around,  31. 

Mammals  and  Binls,  UMS. 

Man,  The  Bee  and  the,  112. 

May,  In,  8<;. 

Mineral  Kingdom,  From  the,  183. 

Mole,  From  the  Life  of  a,    123:  The, 

132. 
Morning  and  Evening,  165. 
Morning,  In  the,  86. 
Moses,  111. 

Mouse,  The  City  and  the  Field,  14. 
My  Life  History,  111. 
My  Poultry  Yard,  37. 

Natural  History,  155. 
Nouns,    Common,    Class,    Collective, 
Material,  Proper,  18,  19. 

Oak,  The  Fir  and  the,  34. 
Objects,  .VJ,  lOH-117,  119. 
Occujjation,  Rip's  Chief,  99. 
Ostrich,  The,  VAi. 
Oxen  of  the  Sun,  71. 

Pair  of  Swallows,  Departure  of  a,  148. 
Palace  of  Circe,  In  the,  63,  66. 
Participle,  Use  of,  9r». 
Pear  Tree,  Apple  and,  IGTi. 
Pioneer  Home-building,  21. 
Plants,  Poisonous,  174. 
Poisonous  Plants,  174. 
Poultry  Yard,  My,  37. 
Predicate,  78. 
Prepositions,  64,  107. 
Prepositions,  Correct  use  of,  60. 
Pronouns,  107, 114,119. 
Proverbs,  97,  100,  112. 

Quotations,  Rules  for,  31. 

Rain,  History  of  a  Drop  of,  154. 

l{«'indeer,  128. 

l^-lative  Pronoans,  169. 

Return,  The,  144. 

Rip's  Chief  Occupation,  99. 

Rip's  Great  Adventure,  106. 


Rip's  Home  and  Character,  88. 
Rip  Van  Winkle,  Stories  from,  88. 
River,  At  the,  143. 
Rules  for  Quotations,  31. 

Salt,  Common,  168. 

Sayings,  174. 

School,  The  Emperor  in  the,  11. 

Scylla  and  Charybdis,  70. 

Sea,  The,  162. 

Seasons,  The,  125. 

Sense  Objects,  18. 

Sentence  Forms,  137. 

Series,  The,  149. 

Service,  The  Evening,  101. 

Set,  Sit  and,  53. 

Sheep,  Zeus  and  the,  134. 

Silkworm,  The,  130. 

Silver,  Gold  and,  146. 

Sirens,  The  Song  of,  68. 

Sit  and  Set,  53. 

Snow,  The  First,  154. 

Socrates,  100. 

Song-birds,  The,  154. 

Song  of  the  Sirens,  68. 

Spring,  \Voods  in,  118. 

State  of  Illinois,  The,  142. 

Storm,  The  Thunder.  143. 

Stories  from  Rip  Van  Winkle,  88. 

Story  of  a  Cent,  149. 

Story  of  Joseph,  84. 

Strange  Wall,  A,  92. 

Summer  Evening.  127 ;  The,  143. 

Sun,  The  Oxen  of  the,  71. 

Swallow,  The,  42. 

Swallows,  Departure  of  a  Pair  of,  148. 

Switzerland,  153. 

Tense,  88. 

The  Adjective  Clause,  168. 

Adventure,  115. 

Adventures  of  Ulysses,  51. 

Alps,  161. 

Awakening,  126. 

Bear-pelt,  98. 

Bee  and  the  Man,  112. 

Bible,  166. 

Birds,  120. 

Black  Forest,  181. 

Boy  in  the  Woods,  20. 

Carp,  136. 


188 


INDEX. 


The  City  Mouse  and  the  Field  Mouse, 
14. 
Complex  Sentence,  168, 183. 
Compound  Sentence,  1(56. 
Contracted  Sentence,  146, 156. 
Crow  and  the  Fox,  109. 
Danube  and  the  Elbe,  160. 
Disaster  at  Lamos,  62. 
Discovery  of  America,  111. 
Donkey  and  the  Goat,  18. 
Ear,  94. 
Elephant,  131. 
Emperor  in  the  School,  11. 
Evening  Service,  101. 
Fir  and  the  Oak,  34. 
Fire,  30,  159. 
First  Snow,  154. 
Fishes,  155. 
Fly,  136. 

Fox  and  the  Crow,  17. 
Fox  and  the  Goat,  23. 
Generous  Lion,  90. 
Giant  Maid's  Toy,  83. 
Grove  and  the  Young  Farmer,  105. 
Hazel  Bush,  136. 
Head,  94. 
Heart,  103. 
Herring,  40. 
Horse,  175. 

Jay  and  her  Children,  27. 
Lightning,  12. 
Lion,  130. 
Mole,  132. 

Object,  Clause,  177, 183. 
Old  General,  15. 
Ostrich,  66. 
Oxen  of  the  Sun,  71. 
Reindeer,  128. 
Relative  Pronoun,  169. 
Removal  to  Illinois,  26. 
Return,  144. 
Sea,  162. 
Seasons,  125. 
Series,  149. 
Silkworm,  130. 
Song  of  the  Sirens,  68. 
State  of  Illinois,  142. 
Subject,  9, 13,  16,  77. 


The  Summer  Evening,  143. 

Swallow,  42. 

Thunder  Storm,  143. 

Tongue,  94. 

Traveler,  95. 

Wind,  182. 

Wolf  and  the  Lamb,  25. 

Woods  in  Spring,  118. 

Year,  32. 
Thought  Objects,  19. 
Thunder  Storm,  The,  143. 
Tongue,  The,  94. 
Toy,  The  Giant  Maid's,  83. 
Traveler,  The,  95. 
Tree,  Apple  and  Pear,  165;  History  of 

a  Christmas,  148. 
Trees,  142. 
Truth,  Important,  30. 

Ulysses  at  Ithaca,  73. 
Ulysses,  The  Adventures  of,  51. 

Verbs,  Conjugation  of,  87.  • 

Verbs,  Transitive    and    Intransitive, 

119. 
Village  and  City,  165. 

Wall,  A  Strange,  92. 

Water,  124. 

What    preceded    the     Discovery    of 

Glass,  84. 
What  the  Bee  teaches,  9. 
Wind,  The,  182. 

Winds,  With  ^olus,  the  Ruler  of,  60. 
Winter,  157. 

With  ^olus,  the  Ruler  of  Winds,  60. 
Wolf  and  the  Lamb,  25. 
Woods  In  Spring,  118. 
Woods,  In  the,  65,  91. 
Words,  Changed  Order  of,  10,  16. 
Word  Studies,  91,  125,  151,  153,  158, 

160,  163. 

Year,  The,  32. 

Zeus  and  the  Sheep,  134. 


I B  36444 


